From Rule-Telling to Rule-Finding: Evaluating Guided Discovery Grammar Instruction in a Korean University EFL Context

This study investigates the effectiveness of guided discovery (GD) grammar instruction in enhancing Korean university A2-B2 English as a Foreign Language (EFL) learners’ understanding, accuracy, and communicative use of key grammar structures. Based on second language acquisition theory and constructivist pedagogy, the study compares the results of a five-week intervention on a GD group (also known as inductive instruction) and a traditional deductive instruction group. The study used a quasi-experimental, mixed-method design to assess 62 non-English major students through pre & post test, survey questionnaires, and interviews responses. Quantitative analysis showed that the GD group made much bigger improvements in their grammar skills, which was confirmed by ANCOVA and effect size analysis. Qualitative data also showed that students who were exposed to the GD method were more engaged, confident, and aware of how language works, and they also used grammar more flexibly and correctly in their writing. The results showed that scaffolded inductive instruction helped students foster deeper cognitive processing and learn on their own. Even though students were initially against it because of Korea's exam-focused teacher-centered education system, GD turned out to be a pedagogically effective way to teach EFL grammar at the university level (Kang, 2017). This study gives context-sensitive insights for reforming the curriculum, training teachers, and using learner-centered methods in East Asian language education settings.