درخت حوزه‌های تخصصی

This study investigates the effectiveness of inductive and deductive instruction methods on grammar accuracy and appropriateness among Iranian intermediate English as a Foreign Language (EFL) learners. sixty participants, selected from an initial population of 120 students at Zabanzara English Language Institute in Gilan based on their scores on the OPT English proficiency test, were divided into three groups: one receiving inductive grammar instruction, another receiving deductive instruction, and a control group adhering to traditional grammar teaching methods. Over ten weeks, participants underwent a pretest to establish baseline grammar awareness, followed by respective interventions for each group. Posttests assessed changes in grammatical performance, with statistical analyses—including paired samples t-tests and one-way ANOVA—employed to evaluate pre- and post-intervention results. The findings indicate significant improvements in grammatical skills for both experimental groups compared to the control group, suggesting that inductive and deductive teaching methods are more effective than traditional approaches. However, the results did not show statistically significant differences between the inductive and deductive groups. This research underscores the potential benefits of innovative pedagogical strategies in enhancing EFL learners' grammatical understanding. It is recommended that 1. EFL instructors teaching grammar classes should consider the integration of both inductive and deductive teaching methods in their English language instruction.

This study aimed to investigate the effect of teacher–student interaction quality on academic motivation in neurodivergent learners, with social relatedness examined as a mediating variable. A descriptive correlational design was employed using a sample of 403 neurodivergent secondary school students in Slovenia, selected based on Krejcie and Morgan’s sampling table. Standardized instruments were used to assess teacher–student interaction quality, social relatedness, and academic motivation, all measured on 7-point Likert scales. Data were analyzed using Pearson correlation in SPSS-27 to explore bivariate associations and Structural Equation Modeling (SEM) in AMOS-21 to test the hypothesized mediating model. Model fit was evaluated using multiple indices, including χ²/df, GFI, AGFI, CFI, TLI, and RMSEA. The results indicated significant positive correlations among all variables: teacher–student interaction quality was positively correlated with social relatedness (r = .61, p < .001) and academic motivation (r = .55, p < .001), while social relatedness was strongly correlated with academic motivation (r = .67, p < .001). The SEM analysis showed an acceptable model fit (χ²/df = 2.35, CFI = 0.97, RMSEA = 0.057). Teacher–student interaction quality had significant direct effects on both social relatedness (β = .61, p < .001) and academic motivation (β = .26, p < .001). Social relatedness significantly predicted academic motivation (β = .58, p < .001), and also mediated the relationship between teacher–student interaction and academic motivation (indirect β = .35, p < .001), confirming a partial mediation model. The findings underscore the critical role of social relatedness in explaining how supportive teacher–student interactions enhance academic motivation among neurodivergent learners. Educational interventions that strengthen relational dynamics in inclusive classrooms may foster higher motivation and academic engagement in this population.