This study examined the impacts of utilizing deductive and inductive instructional approaches for teaching grammar in the instructional videos during the pre-class portion of a flipped learning class. More specifically, this study investigated the measured impacts of these instructional approaches on both effectiveness in the form of learning gains as well as student perceptions of both instructional options. The participants of this study consisted of 114 Korean university English-as-a-foreign-language students who were divided into two groups which had to watch a video utilizing either an inductive or deductive instructional approach before experiencing identical instructional approaches for the in-class portion of the flipped learning class. The analysis utilized Mann-Whitney U tests to compare both the learning gains and the learners’ perceptions in both groups of students. In terms of results, deductive and inductive instructional approaches were found to be similarly effective in the short-term and long-term and across proficiency groups. However, the deductive instructional approach was found to be slightly more interesting and easier than the inductive instructional approach.

I. Introduction
II. Literature Review
    1. Deductive Instruction and Inductive Instruction
    2. Flipped Learning
III. Research Method
    1. Participants
    2. Procedure
    3. Data Collection
    4. Data Analysis
IV. Results and Discussion
    1. Results
    2. Discussion
V. Conclusion
References
APPENDIX
    Example of Test Items

• Andrew Garth(Dankook University)