The Impact of Discovery Learning on Grammar Accuracy of Adult Elementary Iranian EFL Learners

This study investigates the impact of discovery learning, a constructivist approach emphasizing learner autonomy and active engagement, on the grammar accuracy of adult elementary Iranian EFL learners. Research suggests that discovery learning enhances understanding and retention by promoting exploration and critical thinking. A sample of 46 learners, aged 23–35, was initially selected from a private language institute in Hamedan through convenience sampling. After administering the Oxford Placement Test, 30 learners were identified and randomly assigned to an experimental group (15 participants) taught via guided discovery activities and a control group (15 participants) receiving traditional grammar instruction. Using Essential Grammar in Use for Elementary Level by Raymond Murphy, both groups completed a 10-session intervention, with each session lasting 90 min. A researcher-made grammar pretest and posttest, each with 40 multiple-choice items, were administered to assess grammar improvements. Results from descriptive statistics showed a significant increase in grammar accuracy within the experimental group, supporting the efficacy of discovery learning in EFL contexts. Ethical guidelines were strictly followed, maintaining confidentiality, voluntary participation, and data security. This study contributes to research on innovative language teaching methodologies, providing insights for educators enhancing grammar instruction through discovery learning.