English, as an international language, is being taught to nearly one billion foreign learners worldwide. Therefore, it is crucial to investigate how these learners learn their target language and which teaching approaches construct better responses regarding grammar. This study attempts to discover how EFL learners respond to the two methods of teaching grammar, more specifically phrasal verbs: the inductive and the deductive approach. To carry out this investigation, EFL Kurdish learners in their second year from the University of Duhok, College of Languages, Department of English Language, were taught inductively and deductively for two weeks (12 hours). Afterward, based on the lectures taught, students were assessed through an examination provided by researchers and then confirmed by qualified lecturers from the department. This study aims to determine which approach led to better interaction and results by foreign learners from the selected approaches. The results revealed that both the inductive and the deductive approaches have their strength, the former facilitates the overall understanding of the grammatical patterns, while the latter supports long-term digestion of the rules that are exceptions. In conclusion, a hybrid approach of both is suggested to be used for teaching grammar to EFL learners effectively.