The impact of deductive grammar instruction using an online learning tool on the English writing ability and affective domains of elementary school students

The study aims to examine the effectiveness of deductive grammar instruction in helping learners improve their English writing skills and explore their perceptions toward deductive grammar instruction in Korean elementary English classes. The findings suggest that deductive grammar instruction, when coupled with writing activities, did not yield significant results when tested with all students. However, a noteworthy improvement in writing scores was observed specifically within the middle-level group of students. This improvement among the middle-level group consistently aligns with the correlation between grammar and writing scores. The learners were also satisfied with the grammar instruction and the activities that followed, particularly noting significant improvements in interest and confidence. These all may provide insight into how deductive grammar learning may also function as a means to enhance learners