Incorporating Deductive Approach into Grammar Consciousness Raising with Translation Practice: An Educational Design Research for Non-English Major EFL

This article presents an educational design research study that explores the effectiveness of incorporating a deductive approach into consciousness raising activities in English as Foreign Language (EFL) classrooms for non-English major students. The aims to enhance students' grammatical awareness and accuracy through instructional strategy, using translation practices focusing on conscious rule-based learning. Adopting framework, combines theory-driven principles with empirical develop evaluate intervention. methodology involves implementation intervention group students collection qualitative quantitative data assess its impact competence their perceptions learning experience. Using t-test statistical calculation, it was found improved students’ grammar mastery but not response speed. questionnaire result showed reacted positively motivation increased. Findings from support previous which is effective improve mastery. also provides insights integrating approaches work teaching if items are selected appropriately. shows knowledge converted automatically subconscious knowledge. It may need time practice again make automatic. As this research, hypothesis about efficacy designed procedure suggested be proved experimental research. More uncover acquirability learnability features recommended studies further.