Book

Teaching English Grammar in Kosovo explores one of the most persistent questions in English as a Foreign Language (EFL) education: how grammar can be taught in ways that are not only effective, but also engaging, meaningful, and responsive to learners’ cognitive and emotional needs. Focusing on the Kosovo educational context, this research monograph offers an empirical comparison of inductive and deductive approaches to grammar instruction, while examining the role of Emotional Intelligence (EI) in shaping students’ academic success. Drawing on a mixed-methods research design, the study combines pre- and post-test assessments, classroom observations, student questionnaires, and statistical analysis, including Structural Equation Modeling (SEM). The research examines ninth-grade EFL learners exposed to different approaches to teaching grammatical structures, providing evidence that connects instructional methodology with measurable learning outcomes and classroom behavior. At the center of the monograph is the contrast between deductive instruction, in which grammatical rules are explicitly presented before practice, and inductive instruction, in which learners engage with examples and discover grammatical patterns through guided exploration. The findings demonstrate a clear advantage for the inductive approach, which produced stronger improvements in grammar proficiency and academic success. Statistical analysis further revealed a substantial direct relationship between inductive instruction and academic success, while the deductive approach, although effective, demonstrated a considerably weaker effect. Classroom observations reinforced these findings, showing higher levels of engagement, enthusiasm, participation, and learner autonomy among students exposed to inductive instruction. The monograph also investigates Emotional Intelligence as an important psychological dimension of grammar learning. Although EI was found to be a significant predictor of academic success, its proposed mediating role between instructional approach and academic outcomes was not statistically confirmed. This finding offers a nuanced perspective: successful grammar instruction.