Investigating the effectiveness of deductive vs. Inductive instructional approaches on learning modifiers to enhance descriptive writing skills

Numerous techniques and methodologies have been explored to foster descriptive skills in the writing of second language learners. However, learners continue to struggle due to their limited ideas and vocabulary. The present experiment uses modifiers as a tool to achieve the stated objectives. The intention of this investigation is to determine the efficacy of deductive and inductive instructional methodologies in enhancing learners' descriptive writing skills with regard to modifiers. A true experimental design was employed to select two random groups of participants out of 15 groups whose English proficiency test scores exceeded the required score. A total of 135 first-year tertiary learners participated. The study employs a quantitative approach to obtain data from the experimental teams' pre- and post-test results. Using the SPSS program, a paired sample t-test and an independent sample t-test were performed as part of the statistical analysis of the data. The findings indicated that the group of students who encountered the inductive instructional method exhibited a greater frequency of modifiers in their descriptive writing compared to the group of students who got exposed to the deductive approach.