Fatemah Bamadi - MA in TEFL, Chabahar Maritime University, Chabahar, Iran
Hamed Badpa - MA student in TEFL, Chabahar Maritime University, Chabahar, Iran
Esmail Zare-Behtash - Professor in English Language and Literature, Chabahar Maritime University, Chabahar,Iran

This study aims to ascertain how well ۶۵ Iranian grade ۱۲ English as EFL learners in Chabahar City understand grammar through inductive vs. deductive methods. to respond to the research questions, i.e. The researcher used an experimental design with a complete class to investigate whether the effects of Learning and teaching about the grammar of EFL students using deductive and inductive methods are similar. ۶۵ female learners from a high school in Chabahar, Sistan and Baluchestan, Iran, took part for this purpose. Control and experimental groups (CG and EG) were created from students with comparable performance levels. Of sixty-five students, thirty-two were in the CG and thirty-three in the EG. Ages ranged from seventeen to eighteen. Pre- and post-test results were also used to gather data and determine the effectiveness. The data from the study was analyzed using statistical tools such as SPSS version ۲۶ and T-test. According to the findings, the group showed that the inductive approach experienced greater levels of satisfaction and achievement than the group exposed to the deductive approach. The statistical significance of this difference suggests that learners could gain more from the inductive approach than from the traditional deductive approach.

Control Group (CG), Deductive Strategy, Experimental Group (EG), Grammar, Inductive Strategy, Method, Strategy