<![CDATA[This study aimed to evaluate tertiary English Language Teaching (ELT) students' perceptions toward the inductive approach in learning the simple present tense and identify the specific benefits and operational challenges experienced during its implementation. Employing a descriptive qualitative design situated in a naturalistic educational setting, perception survey data were collected via Google Forms from twenty-two first-semester English Literature students at a private university. The collected narrative data were analyzed using interactive thematic analysis framed by Thornbury’s (1999) rule-discovery model and Ellis’s (2006) grammar consciousness-raising framework to evaluate learner comprehension, engagement, and pattern-discovery behaviors. The findings revealed that students held strongly positive perceptions toward the inductive approach, particularly appreciating the opportunity to analyze contextualized example sentences before receiving explicit explanations of the grammatical rules. Furthermore, peer collaboration during pattern discovery was perceived by students as supporting classroom engagement and communicative self-efficacy. However, open-ended responses also highlighted initial cognitive strain among lower-proficiency learners when inferring rules without direct guidance. The study concludes that while the inductive approach fosters active knowledge construction and mitigates grammar anxiety, optimal implementation requires a balanced framework where teacher-led summaries validate student inferences. Practically, these insights equip university educators with actionable strategies to design engaging, discovery-based grammar instruction.]]>
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