Abstract
This study aims at investigating the effect of inductive teaching of English on students' inquiry spirit. For this purpose, 30 nine-graders participated in this experiment. Participants were under the experimental instruction of inductive teaching for two months and half (10 sessions). The comparison between students' inquiry spirit scores in pretest and posttest shows that there is a significant difference between them indicating the growth in their motivations, interests, involvement in the process of learning and inquiry spirit. The results show that the process of active learning, efficient learning, and students' interactions with each other and their teachers are the consequences of inductive teaching. The findings have clear implications for practitioners, researchers and curriculum developers.
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