Beliefs versus Declared Practices of English as a Foreign Language (EFL) Teachers Regarding Teaching Grammar

Merav Badash, Efrat Harel, Rivi Carmel, Tina Waldman


This study investigated English as Foreign Language (EFL) teachers' beliefs, perceptions and declared practices of teaching grammar within a communicative language teaching (CLT) framework. Participants included 221 EFL teachers, who were teaching during the years 2013-2018 in different grades and schools throughout Israel. Participants were graduates of teacher training programs in colleges and universities and included Non-Native English Speaking Teachers (NNEST) and Native English Speaking Teachers (NEST).

An on-line, self-report survey designed specifically for this study contained three closed questions and two open-ended questions. One-way ANOVA statistics, and mean scores of all the responses were performed on the quantitative data.  Qualitative data were grouped, analyzed, and coded.

Results show a discrepancy between EFL teachers' perceptions and declared practices of teaching grammar in classrooms. Results further reveal significant differences between NEST and NNEST teachers, as well as differences between teachers who teach in different grades (elementary school, junior high school and high school). Moreover, 'vocabulary' and 'speaking' were ranked of highest importance (58% and 55%, respectively), whereas 'writing' and 'grammar' were considered least important (24%). These findings have valuable implications for teachers and teacher education regarding teaching grammar in context and using contextualized activities.

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World Journal of English Language
ISSN 1925-0703(Print)  ISSN 1925-0711(Online)

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