The Effects of Guided-discovery, Self-discovery, and Situational-presentation Techniques on Learning Conditional Sentences in English

Abstract

Learner-centered methods of language learning/teaching have attracted considerable attention from many researchers for years. This study set out to examine the significant differences among the effects of three inductive techniques of guided-discovery learning, self-discovery learning and situational-presentation technique on learning Type I conditional sentences by Iranian EFL learners of vision 2. To achieve the main purpose, this study employed a pretest and post-test design with a sample of 90 students at the high school level whose homogeneity in language proficiency was checked and followed by a pretest. After three weeks of treatment, the achievements of the groups were examined. The data collected were analyzed through one-way ANCOVA. The results revealed that none of the groups outperformed other groups significantly. Also, the results added support to the view that the three inductive strategies were equally effective in promoting the grammar knowledge of the students. As a whole, the study calls for a prominent place for inductive techniques for designing and implementing teaching methods in grammar classes.