儘管已有很多的研究檢驗運用歸納和演繹方法在各種情境下教授第二外語文法，但鮮少有研究針對英文學習落後者使用的英語文法教學方法之效能進行檢驗。有鑑於此，本研究設計了P-BEST英文文法句型補救教學計劃，欲藉由計畫執行，提升英文學習落後者的英語文法句型能力。本研究採用前後測等組實驗設計，實驗時間為兩年（四個學期）。本研究共招募90名未能通過DCEC分測驗的學生。實驗組35名學生接受了P-BEST教學介入，而對照組55名學生則是接受傳統教學。結果顯示，P-BEST教學介入與英語文法句型分數呈現顯著正相關。此外，結果亦顯示，經過兩年的教學實驗，實驗組的英語文法句型分數明顯高於對照組。此結果亦為歸納/內隱導向教學方法可有效地提升英語學習落後者文法句型能力提供了確切的證據。透過清楚了解學習者的語言程度及其所處的學習環境，P-BEST計劃中使用的文法句型教學策略可以複製並轉移到其他EFL學習環境中。

Robust studies have employed inductive and deductive methods to teach grammar to second-language learners in various contexts (e.g., Benitez-Correa et al., 2019; Seliger, 1975; VanPatten & Oikkeno, 1996). However, few have investigated the effectiveness of grammar teaching methods designed for low-achieving learners in the context of learning English as a foreign language (EFL). The current study therefore developed a grammar sentence pattern remedial program (i.e., the Progressive English Syntax Teaching [P-BEST] program) to enhance the grammar proficiency of middle-school EFL low-achievers. A pretest–posttest equal-group experimental design was adopted for this study, which was conducted over a period of 2 years (four semesters). Ninety students who failed their Diagnostic and Certification English Competence subtests were enrolled in this study. The P-BEST program was implemented for 35 students, who formed the experimental group, and traditional instruction was implemented for the other 55 students, who formed the control group. The results reveal that the P-BEST intervention significantly improved the grammar scores of the students in the experimental group, resulting in the experimental group students significantly outscoring the control group on grammar tests after the intervention. These results provide evidence that an inductive or implicit-instruction method can effectively improve the grammar proficiency of low-achieving EFL learners. With an improved understanding of the proficiencies of learners and their learning environments, the grammar teaching strategies used in the P-BEST program can be applied to other EFL contexts.