Abstract:
The current study explores the possible effectiveness of the use of a combination of inductive-deductive method of instructing EFL students on the past simple and the past perfect simple in written discourse. The results reveal improvement in the performance of the experimental group in the learning of the target tenses in contrast to the control group. Despite this improvement, these results have proved statistically insignificant; hence, both instructional methods are equal and have the same effect on the experimental students’ learning of the target tenses in the short term. Unexpectedly, the students’ questionnaire shows that the quasi-majority of the experimental students have held positive attitudes towards learning the past simple and the past perfect simple through the use of the mixed method. The research findings also indicate the existence of a positive correlation between the experimental students’ learnt target tenses and their writing performance.
