The current study is designed to investigate the use of deductive and inductive grammar teaching approaches in online instructional videos in a fully online asynchronous learning context across four different grammar lessons. More specifically, the study aimed to analyze two aspects about these two options for grammar instruction; their impacts on effectiveness in learning the grammar, and also the students’ perceptions of the two options in terms of interest, effectiveness, and difficulty. To address these research aims, this study employed a quasi-experimental approach where 82 participants were divided into two groups, and each group was taught via only deductive instruction or only inductive instruction. As for the results, regarding effectiveness, an ANCOVA test resulted in no differences when comparing across all four lessons combined. Furthermore, Mann-Whitney U tests indicated no difference in effectiveness for each individual grammar lesson. Regarding student perceptions, ANOVA tests indicated no difference in the students’ perceptions of interest, effectiveness, or difficulty.

I. Introduction
II. Literature Review
    1. Deductive and Inductive Grammar Instruction
    2. Online Instructional Videos and Grammar Instruction
III. Research Method
    1. Participants
    2. Instruments
    3. Procedures
    4. Analysis
IV. Results and Discussion
    1. Effectiveness
    2. Student Perceptions
V. Conclusion
References

• Andrew Garth(Dankook University)