Abstract
The acquisition of English tense forms, and in particular the capacity to transpose these forms appropriately across shifting temporal and discursive contexts constitutes a persistent challenge for learners of English as a second language. This difficulty is well attested among students of Isa Mustapha Agwai Polytechnic, Lafia, whose inconsistent selection and transposition of tense forms motivate the present inquiry. The study is organised around three interrelated constructs: interest, retention and achievement. It proceeds from the premise that pedagogical approaches capable of eliciting learner’s interest while simultaneously reinforcing memory are those most likely to yield durable grammatical competence. The study investigates the extent to which an inductive instructional model enhances students' interest in, and retention of, English tense transposition. The inquiry is theoretically grounded in Schema Theory, which accounts for the manner in which learners assimilate novel linguistic input into pre-existing cognitive structures. The study adopts a quasi-experimental one-group pre-test/post-test design, with a population comprising 336 students drawn from the Department of Mass Communication in the 2023/2024 academic session. Instruction in tense transposition ought to transcend the habitual memorisation of grammatical rules in favour of learner-centred, cognitively informed pedagogical approaches capable of fostering active engagement, meaningful learning, and sustained grammatical development.
Introduction
Grammar plays a vital role in effective communication. It serves as the bedrock of language structure and provides the principles for clarity, coherence, and precision in both written and spoken communication. In our view, grammar is what allows individuals to express their thoughts, ideas, and emotions with accuracy and consistency, enabling understanding between speakers and ensuring that messages are decoded as intended. Larsen-Freeman and Anderson (2011) observe that conformity to grammatical rules, such as subject-verb agreement, correct word order, and appropriate punctuation, helps convey ideas more efficiently and reduces confusion and misinterpretation. Grammar also strengthens a person's credibility and professionalism, as it reflects a level of linguistic competence in communication. We contend that mastering grammar fosters critical thinking, since it encourages analytical reasoning and logical structure in both written and oral expression. It is equally vital to the development of effective writing skills, which include composing well-structured essays, reports, and documents. Furthermore, we argue that the assimilation of grammar is essential for language learners, as it lays the foundation for acquiring vocabulary, understanding idiomatic expressions, and mastering more complex language forms. Polytechnic students in Nigeria often encounter specific grammar-related problems arising from various factors. One common factor is the lack of a strong foundation in English grammar, as many students come from different linguistic backgrounds and may not have had the opportunity to receive adequate language instruction during their early education. Ellis (2008) states that this can result in challenges with basic grammar rules, such as subject-verb agreement, verb tenses, and sentence structure.
English tenses play a major role in communication, as they allow speakers to express time, continuity, completion, and intention. Despite their importance, we have observed that many students continue to struggle with distinguishing between tense forms, particularly the progressive and perfect aspects. Educational research suggests that effective learning depends not only on instruction but also on psychological factors such as interest, memory, retention, and achievement motivation. When students develop genuine interest in learning, they engage more actively in classroom activities, and this in turn facilitates retention. Retention ensures that learned structures remain accessible and retrievable over time, while achievement reflects learners' ability to apply knowledge effectively in different contexts. To address these challenges, we believe it is crucial for polytechnics to adopt explicit grammar teaching and instructional models capable of stimulating students' interest, retention, and achievement in learning English. Oyetunde et al. (2024) argue that instructional models play a critical role in shaping students' cognitive development and academic performance. This is largely why numerous studies, such as those by Prince (2004), Lightbown and Spada (2013), Adebayo (2019), and Mahdi and Ismail (2023), have sought to identify more effective ways of acquiring and competently using English grammar.
The problem of incompetence in using English tenses is, in our experience, particularly prominent at Isa Mustapha Agwai I Polytechnic, Lafia, especially among ND II students of Mass Communication. A key contributing factor is reliance on the deductive teaching model, which positions the teacher as the primary source of knowledge and relegates students to passive recipients in the learning process. We therefore focus this study on employing the inductive teaching model to improve interest and retention in learning, with a view to enhancing achievement in the use of English, particularly in mastering tense transposition. Our central concern is to investigate the extent to which interest and retention influence students' ability to transpose among the twelve tenses of English, particularly in changing the present tense to the present perfect tense, the past tense to the past perfect tense, and the future tense to the future perfect tense.
The findings of this study will benefit lecturers of English language courses, Polytechnic students, institutional administrators, ministries of education, library users, and other researchers in the field of English grammar instruction. Beyond this, we contend that the study contributes to the field of language teaching more broadly by offering empirical evidence on the pedagogical value of the inductive model in tense instruction, an insight that can inform how educators approach learner-centred grammar pedagogy in Nigerian tertiary institutions and beyond.
English tenses play a major role in communication, as they allow speakers to express time, continuity, completion, and intention. Despite their importance, we have observed that many students continue to struggle with distinguishing between tense forms, particularly the progressive and perfect aspects. Educational research suggests that effective learning depends not only on instruction but also on psychological factors such as interest, memory, retention, and achievement motivation. When students develop genuine interest in learning, they engage more actively in classroom activities, and this in turn facilitates retention. Retention ensures that learned structures remain accessible and retrievable over time, while achievement reflects learners' ability to apply knowledge effectively in different contexts. To address these challenges, we believe it is crucial for polytechnics to adopt explicit grammar teaching and instructional models capable of stimulating students' interest, retention, and achievement in learning English. Oyetunde et al. (2024) argue that instructional models play a critical role in shaping students' cognitive development and academic performance. This is largely why numerous studies, such as those by Prince (2004), Lightbown and Spada (2013), Adebayo (2019), and Mahdi and Ismail (2023), have sought to identify more effective ways of acquiring and competently using English grammar.
The problem of incompetence in using English tenses is, in our experience, particularly prominent at Isa Mustapha Agwai I Polytechnic, Lafia, especially among ND II students of Mass Communication. A key contributing factor is reliance on the deductive teaching model, which positions the teacher as the primary source of knowledge and relegates students to passive recipients in the learning process. We therefore focus this study on employing the inductive teaching model to improve interest and retention in learning, with a view to enhancing achievement in the use of English, particularly in mastering tense transposition. Our central concern is to investigate the extent to which interest and retention influence students' ability to transpose among the twelve tenses of English, particularly in changing the present tense to the present perfect tense, the past tense to the past perfect tense, and the future tense to the future perfect tense.
The findings of this study will benefit lecturers of English language courses, Polytechnic students, institutional administrators, ministries of education, library users, and other researchers in the field of English grammar instruction. Beyond this, we contend that the study contributes to the field of language teaching more broadly by offering empirical evidence on the pedagogical value of the inductive model in tense instruction, an insight that can inform how educators approach learner-centred grammar pedagogy in Nigerian tertiary institutions and beyond.
Content
The concept of teaching model refers to the deliberate and skilful strategies employed by educators to facilitate teaching and learning. It encompasses the systematic and considered choices that teachers make within the learning environment in order to engage students meaningfully in the process of conveying knowledge and promoting the acquisition of skills and understanding. Deci and Ryan (2020) state that teaching models involve the selection and implementation of instructional activities, resources, and assessments designed to address the learning objectives and needs of learners. We would argue, in this regard, that the effectiveness of any given model rests not merely on its theoretical soundness but on the extent to which it is sensitively adapted to the particular classroom context in which it is applied. Effective teaching models, accordingly, take into consideration a range of factors, including the nature of the subject matter, the characteristics of the students, the dynamics of the learning environment, and the expected learning outcomes.
This view is well captured by Prince (2004), when he observes that effective teachers continually consider and reconsider the teaching models they adopt on the basis of feedback, assessment data, and research findings, with a view to maximising student learning outcomes and creating inclusive, supportive learning environments. We find this observation particularly instructive, as it foregrounds the reflective and iterative nature of pedagogical decision-making, a quality we consider indispensable to effective grammar instruction in particular. The concept of teaching model, then, recognises the evolving nature of education, with educators continually endeavouring to adopt the most effective and pedagogically sound approaches available to them, so as to promote meaningful teaching and substantive student learning. It is against this backdrop that we situate the present study's interrogation of the inductive teaching model, and its bearing on learners' interest, retention, and achievement in the domain of English grammar.
Interest in grammar is understood as the level of engagement, curiosity, and motivation that learners exhibit towards studying and understanding the rules, structures, and use of language. Lightbown and Spada (2013) observe that when learners are genuinely interested in grammar, they are more likely to participate actively in learning activities, such as asking questions and seeking further knowledge. We would argue that this active disposition is what distinguishes superficial learning from deep engagement, as interested learners tend to go beyond a surface-level grasp of the material and instead analyse the underlying rules and structures that govern the language (Adebayo, 2019). It is through this process of analysis that learners come to comprehend how the language actually works, an understanding that, in turn, enables them to make connections, identify recurring patterns, and apply the language more effectively in practice.
We contend that interest in language acquisition is not an innate or fixed disposition but one that can be cultivated through deliberate pedagogical means, such as the integration of real-life examples, the use of interactive and engaging classroom communication, and a consistent emphasis on the relevance of grammar skills to everyday conversation. Learners who sustain this level of engagement, and who are genuinely driven to grasp the underlying concepts of grammar, are, in our assessment, considerably more likely to attain proficiency in both speaking and writing. Ogunrinde (2016) contends that such learners develop, over time, an instinct for grammatical accuracy, becoming increasingly precise in their use of language. We would suggest that this enhanced linguistic competence does not merely improve technical accuracy but fosters a more assured command of the language as a whole, one that translates into markedly improved communication skills. It is for this reason that we regard the concept of interest in grammar as foundational to the present study, since it can significantly shape a learner's overall language-learning experience and, ultimately, their level of proficiency.
Retention in grammar refers to the ability of learners to store and recall grammatical rules, structures and vocabulary over time. It involves the process of encoding information into memory and retrieving it when needed. Retention in grammar centres on the long-term retention of grammar knowledge which goes beyond the short-term memorisation to ensuring that grammar rules and structures are properly stored in the learner’s memory for retrieval in the future. According to Ibrahim (2016), promoting long-term learning encourages learners to depend on their grammatical knowledge constantly and precisely after a long duration of time. Effective retention of grammar knowledge is essential for accurate language production and proficiency (Thornbury, 2013). The ultimate goal is for the learner to apply the stored grammatical knowledge correctly in practical spoken or written communication. Retention allows learners not only to recall rules but also to understand their application in different communication contexts (Adeyemi,2017). Retained grammar knowledge supports the production of grammatically precise and articulate language that guarantees effective communication. Retention in grammar deals with the process of consolidation and reinforcement. Learners need to revisit what they have learned and strengthen their understanding through practice, repetition and exposure to language. Yusuf (2020) explains that regular practice aids in solidifying the acquired grammar knowledge saving it from being lost over time. Strategies that can enhance retention include regular review and practice, providing recollective devices or memory aids, offering opportunities for application in contextualized practices, and reinforcing learning through various means such as auditory, visual, or kinaesthetic activities.
Achievement in grammar may be defined as the level of mastery or proficiency that learners attain in understanding and using grammatical structures and rules effectively. It encompasses learners' ability to apply grammatical knowledge in oral and written communication with both accuracy and appropriateness. We would suggest that achievement in grammatical competence is best understood as a combination of three interrelated dimensions: understanding rules, recognising patterns, and developing the ability to apply them in meaningful contexts. Abubakar (2017) opines that achievement in grammar constitutes a remarkable facet of language expertise, one that showcases an individual's accuracy, clarity, coherence, expressive range, writing proficiency, reading comprehension, communicative competence, and self-confidence. In our view, achievement in grammar is, in essence, the outward representation of successful language acquisition and the effective application of grammatical knowledge.
According to Nation and Macalister (2010), achievement in grammar can be enhanced through a combination of effective instruction, practice, feedback, and assessment, such as the provision of clear explanations, opportunities for guided and independent practice, constructive feedback, and the assessment of learners' progress through various means, including quizzes and writing assignments. We consider this an instructive account, as it underscores the extent to which achievement is not an incidental outcome but one that is deliberately cultivated through sustained pedagogical effort. Taken together, these factors contribute considerably to the learning process and to learners' overall achievement in grammar.
This view is well captured by Prince (2004), when he observes that effective teachers continually consider and reconsider the teaching models they adopt on the basis of feedback, assessment data, and research findings, with a view to maximising student learning outcomes and creating inclusive, supportive learning environments. We find this observation particularly instructive, as it foregrounds the reflective and iterative nature of pedagogical decision-making, a quality we consider indispensable to effective grammar instruction in particular. The concept of teaching model, then, recognises the evolving nature of education, with educators continually endeavouring to adopt the most effective and pedagogically sound approaches available to them, so as to promote meaningful teaching and substantive student learning. It is against this backdrop that we situate the present study's interrogation of the inductive teaching model, and its bearing on learners' interest, retention, and achievement in the domain of English grammar.
Interest in grammar is understood as the level of engagement, curiosity, and motivation that learners exhibit towards studying and understanding the rules, structures, and use of language. Lightbown and Spada (2013) observe that when learners are genuinely interested in grammar, they are more likely to participate actively in learning activities, such as asking questions and seeking further knowledge. We would argue that this active disposition is what distinguishes superficial learning from deep engagement, as interested learners tend to go beyond a surface-level grasp of the material and instead analyse the underlying rules and structures that govern the language (Adebayo, 2019). It is through this process of analysis that learners come to comprehend how the language actually works, an understanding that, in turn, enables them to make connections, identify recurring patterns, and apply the language more effectively in practice.
We contend that interest in language acquisition is not an innate or fixed disposition but one that can be cultivated through deliberate pedagogical means, such as the integration of real-life examples, the use of interactive and engaging classroom communication, and a consistent emphasis on the relevance of grammar skills to everyday conversation. Learners who sustain this level of engagement, and who are genuinely driven to grasp the underlying concepts of grammar, are, in our assessment, considerably more likely to attain proficiency in both speaking and writing. Ogunrinde (2016) contends that such learners develop, over time, an instinct for grammatical accuracy, becoming increasingly precise in their use of language. We would suggest that this enhanced linguistic competence does not merely improve technical accuracy but fosters a more assured command of the language as a whole, one that translates into markedly improved communication skills. It is for this reason that we regard the concept of interest in grammar as foundational to the present study, since it can significantly shape a learner's overall language-learning experience and, ultimately, their level of proficiency.
Retention in grammar refers to the ability of learners to store and recall grammatical rules, structures and vocabulary over time. It involves the process of encoding information into memory and retrieving it when needed. Retention in grammar centres on the long-term retention of grammar knowledge which goes beyond the short-term memorisation to ensuring that grammar rules and structures are properly stored in the learner’s memory for retrieval in the future. According to Ibrahim (2016), promoting long-term learning encourages learners to depend on their grammatical knowledge constantly and precisely after a long duration of time. Effective retention of grammar knowledge is essential for accurate language production and proficiency (Thornbury, 2013). The ultimate goal is for the learner to apply the stored grammatical knowledge correctly in practical spoken or written communication. Retention allows learners not only to recall rules but also to understand their application in different communication contexts (Adeyemi,2017). Retained grammar knowledge supports the production of grammatically precise and articulate language that guarantees effective communication. Retention in grammar deals with the process of consolidation and reinforcement. Learners need to revisit what they have learned and strengthen their understanding through practice, repetition and exposure to language. Yusuf (2020) explains that regular practice aids in solidifying the acquired grammar knowledge saving it from being lost over time. Strategies that can enhance retention include regular review and practice, providing recollective devices or memory aids, offering opportunities for application in contextualized practices, and reinforcing learning through various means such as auditory, visual, or kinaesthetic activities.
Achievement in grammar may be defined as the level of mastery or proficiency that learners attain in understanding and using grammatical structures and rules effectively. It encompasses learners' ability to apply grammatical knowledge in oral and written communication with both accuracy and appropriateness. We would suggest that achievement in grammatical competence is best understood as a combination of three interrelated dimensions: understanding rules, recognising patterns, and developing the ability to apply them in meaningful contexts. Abubakar (2017) opines that achievement in grammar constitutes a remarkable facet of language expertise, one that showcases an individual's accuracy, clarity, coherence, expressive range, writing proficiency, reading comprehension, communicative competence, and self-confidence. In our view, achievement in grammar is, in essence, the outward representation of successful language acquisition and the effective application of grammatical knowledge.
According to Nation and Macalister (2010), achievement in grammar can be enhanced through a combination of effective instruction, practice, feedback, and assessment, such as the provision of clear explanations, opportunities for guided and independent practice, constructive feedback, and the assessment of learners' progress through various means, including quizzes and writing assignments. We consider this an instructive account, as it underscores the extent to which achievement is not an incidental outcome but one that is deliberately cultivated through sustained pedagogical effort. Taken together, these factors contribute considerably to the learning process and to learners' overall achievement in grammar.
Conclusion
Based on the findings of this study, it establishes that interest, retention and achievement are strongly interconnected in learning tense transposition. The mean differences on tables above indicate that the students’ interest and retention increased. That is why there were improvements in the post-tests results. Participation in the learning process serves as motivation for learning hence, acquiring the language. Interest is a strong motivation in learning. From the findings of the analyses, it shows that when students are motivated to learn, the learning process becomes easy because interest is naturally planted in the learners’ minds. The learner then has more enthusiasm to acquire the language. Retention sustains knowledge, it is very vital in language learning and acquisition. It ensures that grammar structures are encoded into memory and retrieved when needs arise. Retention is measured through the learner’s achievement which shows whether the learner is able to accurately recall and apply the learned grammar knowledge in conversation or writing. The analyses of the tables above show that the inductive model helped the students retain the grammar rules they discovered. That is why there was improvement in the post-test performance. Achievement reflects successful mastery of the language. It is assessed by analysing the learner’s performance in grammar-related tasks, assessment and practical application of language skills. Any grammar teaching model that ignores learners’ engagement, limits effectiveness. It is clear from the study that the difference the inductive model made on the students was not outrageous, but at least there was a little change in performance which goes to show that students should be actively involved in the learning process.
The language curriculum planners should incorporate inductive approaches in the syllabi of language especially grammar. This will ensure that grammar lesson structure promotes active participation and discovery by learners. Lecturers should focus on the use of inductive model on grammar topics like verb transposition as it creates active participation and results in higher achievement and retention. Trainings, seminars and workshops should be organized by Polytechnics and other similar bodies to guide lecturers on how to effectively use the inductive approach in their lectures. Future studies should explore the impact of other models on the instruction and acquisition of other areas of language.
The language curriculum planners should incorporate inductive approaches in the syllabi of language especially grammar. This will ensure that grammar lesson structure promotes active participation and discovery by learners. Lecturers should focus on the use of inductive model on grammar topics like verb transposition as it creates active participation and results in higher achievement and retention. Trainings, seminars and workshops should be organized by Polytechnics and other similar bodies to guide lecturers on how to effectively use the inductive approach in their lectures. Future studies should explore the impact of other models on the instruction and acquisition of other areas of language.
References
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Abubakar, A. (2017). Retention of grammar concepts: A comparative study of inductive and deductive teaching methods among Nigerian university students. Nigerian Journal of Linguistics, 14(1), 80-96.
Ade, N.R., Martono, M. & Teguh, S. (2019). The effectiveness of using inductive method in teaching English grammar. English Education, 98. www.atcat.wiki.
Adebayo, O. (2019). The effects of inductive and deductive teaching methods on interest and achievement in grammar among junior secondary school students in Osun state. Journal of Nigerian Association of Applied Linguistics and Language Studies, 17(1), 76-92.
Adeyemi, M. (2017). The influence of inductive and deductive teaching methods on the achievement in grammar of Nigerian students. Journal of Nigerian Languages and Culture, 19(1), 76-89.
Alfares, N. (2024). Does applying inductive models based on system thinking improve EFL grammar learning? Saudi Journal of Language Studies, 4 (3), 162 – 174. Emerald Publishing Limited
Anani, G.E. (2017). Teaching and learning of grammar at the basic level of education: revisiting inductive teaching approach. Education Journal, 6(1), 51-62. doi: 10.11648/j.edu.20170601.17
Arsen, N. P. (2022). EFL students’ perception on English tenses mastery in improving English academic writing. Journal of Language Teaching and Learning, Linguistics and Literature, 10(1), 89-98. Retrieved July 11, 2023, from https://jeltl.org/index.php/jeltl
Baker, J. (2023). What is inductive model of teaching: Pros & cons. Retrieved June 11, 2025, from https://www.splashlearn.com/blog/inductive-model-of-teaching/
Chi, W. N. (2020). Instruction on the English tense system through systemic theoretical instruction and cognitive grammar: Impacts on students’ grammatical production. New Waves Educational Research & Development, 1(23), 1–25. Retrieved April 1, 2024, from https://doaj.org/toc/1526-8659
Cowgill, W. & Jasanoff, J. H. (2023). Indo-European languages. Encyclopaedia Britannica.
Deci, E. L. & Ryan, R M. (2020). The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268.
Dörnyei, Z. (2010). Interest in language learning and the gift of free choice. Modern Language Journal, 94(2), 278-281.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.
Extramarks. (2024). Inductive model of teaching. Retrieved July 28, 2025 from https://www.extramarks.com/blogs/teachers/inductive-model-teaching
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching. Oxford University Press.
Lawal, I., Tajudeen, A.W. & Abubakar, A. (2023). Impact of inductive and problem-solving teaching models on students’ performance in geometrical concepts of mathematics among junior Polytechnic students in Katsina State, Nigeria. International Journal of Research and Innovation in Social Science, 7(6), 1873-1893. Retrieved February 13, 2024, from https://ideas.repec.org/s/bcp/journl.html
Lightbown, P. M. & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
Mahdi, K.S. & Ismail, N.Y. (2023c). The effect of using inductive, deductive, and interactive approach on students’ achievement in teaching grammar to develop writing skills. Journal of STEPS for Humanities and Social Sciences, 2(1), 1-34. Retrieved January 27, 2024, from https://steps.esciencepress.net
Martin, I. & Sippel, L. (2023). Using an inductive approach to teach pronunciation. Pronunciation in Second Language Learning and Teaching Proceedings, 13(1), 75-92. Retrieved October 6, 2024, from https://www.iastatedigitalpress.com/psllt/issue/1155/info/
Nation, I. S. P. & Macalister, J. (2010). Language curriculum design. Routledge.
Obi, C. J. (2017). Effects of task-based instruction on Polytechnic students’ ability to use English tenses in Bassa LGA of Plateau State. Unpublished Master of Art thesis, University of Jos, Plateau State.
Ogundipe, P. A., Eckersley, C. E. & Macaulay, M. (2010). Brighter grammar (Book 2 & 3). England: Pearson Education Limited.
Ogunrinde, G. (2016). Interest, retention and achievement in grammar: A comparative study of inductive and deductive teaching methods among Nigerian secondary school students. Journal of Nigerian Languages and Culture, 18(2), 60-75.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education. 93(3), 223-231.
Popova, E. I. (2025). Features of transposition of grammatical forms. Journal of Social Sciences and Humanitarian Research, 3(4), 174-178. Retrieved June 9, 2025, from www.webofjournals .com/index.php/9
Singh,P. (2025). Inductive model of teaching to elevate classroom engagement. Retrieved June 9,2025, from https://www.extramarks.com/blogs/teachers/inductive-model-of-teaching/
Suraasa Blog (2024). Inductive model of teaching: A learner-driven approach. Retrieved July 28,2025 from https://www.suraasa.com/blog/inductive-model-of-teaching
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Thornbury, S. (2013). How to teach grammar. Pearson Education Limited.
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Notes on contributors
Sarah Mbenchan Jakonda is a Chief Lecturer in the Department of General Studies. She teaches Use of Language and Communication in English at the Isa Mustapha Agwai I Polytechnic, Lafia, Nasarawa State. Her research interests are deeply rooted in psycholinguistics, especially in areas of language acquisition. She is currently researching the importance of grammar instructions on second language acquisition among tertiary institution students. [email protected]
Adam Al-Amin Abdullahi is a professor of discourse analysis and pragmatics in the Department of English and Literary Studies, Federal University of Lafia, Nasarawa State. His research interests cover English semantics, pragmatics and discourse analysis. [email protected]
Ibrahim Awwal is a professor of phonology, and teaches in the Department of English and Literary Studies, Federal University of Lafia, Nasarawa State. He teaches phonetics and phonology, grammar, syntax, applied linguistics and sociolinguistics. [email protected]
Abubakar, A. (2017). Retention of grammar concepts: A comparative study of inductive and deductive teaching methods among Nigerian university students. Nigerian Journal of Linguistics, 14(1), 80-96.
Ade, N.R., Martono, M. & Teguh, S. (2019). The effectiveness of using inductive method in teaching English grammar. English Education, 98. www.atcat.wiki.
Adebayo, O. (2019). The effects of inductive and deductive teaching methods on interest and achievement in grammar among junior secondary school students in Osun state. Journal of Nigerian Association of Applied Linguistics and Language Studies, 17(1), 76-92.
Adeyemi, M. (2017). The influence of inductive and deductive teaching methods on the achievement in grammar of Nigerian students. Journal of Nigerian Languages and Culture, 19(1), 76-89.
Alfares, N. (2024). Does applying inductive models based on system thinking improve EFL grammar learning? Saudi Journal of Language Studies, 4 (3), 162 – 174. Emerald Publishing Limited
Anani, G.E. (2017). Teaching and learning of grammar at the basic level of education: revisiting inductive teaching approach. Education Journal, 6(1), 51-62. doi: 10.11648/j.edu.20170601.17
Arsen, N. P. (2022). EFL students’ perception on English tenses mastery in improving English academic writing. Journal of Language Teaching and Learning, Linguistics and Literature, 10(1), 89-98. Retrieved July 11, 2023, from https://jeltl.org/index.php/jeltl
Baker, J. (2023). What is inductive model of teaching: Pros & cons. Retrieved June 11, 2025, from https://www.splashlearn.com/blog/inductive-model-of-teaching/
Chi, W. N. (2020). Instruction on the English tense system through systemic theoretical instruction and cognitive grammar: Impacts on students’ grammatical production. New Waves Educational Research & Development, 1(23), 1–25. Retrieved April 1, 2024, from https://doaj.org/toc/1526-8659
Cowgill, W. & Jasanoff, J. H. (2023). Indo-European languages. Encyclopaedia Britannica.
Deci, E. L. & Ryan, R M. (2020). The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268.
Dörnyei, Z. (2010). Interest in language learning and the gift of free choice. Modern Language Journal, 94(2), 278-281.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.
Extramarks. (2024). Inductive model of teaching. Retrieved July 28, 2025 from https://www.extramarks.com/blogs/teachers/inductive-model-teaching
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching. Oxford University Press.
Lawal, I., Tajudeen, A.W. & Abubakar, A. (2023). Impact of inductive and problem-solving teaching models on students’ performance in geometrical concepts of mathematics among junior Polytechnic students in Katsina State, Nigeria. International Journal of Research and Innovation in Social Science, 7(6), 1873-1893. Retrieved February 13, 2024, from https://ideas.repec.org/s/bcp/journl.html
Lightbown, P. M. & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
Mahdi, K.S. & Ismail, N.Y. (2023c). The effect of using inductive, deductive, and interactive approach on students’ achievement in teaching grammar to develop writing skills. Journal of STEPS for Humanities and Social Sciences, 2(1), 1-34. Retrieved January 27, 2024, from https://steps.esciencepress.net
Martin, I. & Sippel, L. (2023). Using an inductive approach to teach pronunciation. Pronunciation in Second Language Learning and Teaching Proceedings, 13(1), 75-92. Retrieved October 6, 2024, from https://www.iastatedigitalpress.com/psllt/issue/1155/info/
Nation, I. S. P. & Macalister, J. (2010). Language curriculum design. Routledge.
Obi, C. J. (2017). Effects of task-based instruction on Polytechnic students’ ability to use English tenses in Bassa LGA of Plateau State. Unpublished Master of Art thesis, University of Jos, Plateau State.
Ogundipe, P. A., Eckersley, C. E. & Macaulay, M. (2010). Brighter grammar (Book 2 & 3). England: Pearson Education Limited.
Ogunrinde, G. (2016). Interest, retention and achievement in grammar: A comparative study of inductive and deductive teaching methods among Nigerian secondary school students. Journal of Nigerian Languages and Culture, 18(2), 60-75.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education. 93(3), 223-231.
Popova, E. I. (2025). Features of transposition of grammatical forms. Journal of Social Sciences and Humanitarian Research, 3(4), 174-178. Retrieved June 9, 2025, from www.webofjournals .com/index.php/9
Singh,P. (2025). Inductive model of teaching to elevate classroom engagement. Retrieved June 9,2025, from https://www.extramarks.com/blogs/teachers/inductive-model-of-teaching/
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Notes on contributors
Sarah Mbenchan Jakonda is a Chief Lecturer in the Department of General Studies. She teaches Use of Language and Communication in English at the Isa Mustapha Agwai I Polytechnic, Lafia, Nasarawa State. Her research interests are deeply rooted in psycholinguistics, especially in areas of language acquisition. She is currently researching the importance of grammar instructions on second language acquisition among tertiary institution students. [email protected]
Adam Al-Amin Abdullahi is a professor of discourse analysis and pragmatics in the Department of English and Literary Studies, Federal University of Lafia, Nasarawa State. His research interests cover English semantics, pragmatics and discourse analysis. [email protected]
Ibrahim Awwal is a professor of phonology, and teaches in the Department of English and Literary Studies, Federal University of Lafia, Nasarawa State. He teaches phonetics and phonology, grammar, syntax, applied linguistics and sociolinguistics. [email protected]