Grammar Teaching Beliefs and Practices Among EFL Teachers. A Literature Review

Abstract

This review focuses on grammar teaching beliefs and practices among EFL teachers, specifically those teaching at the high school level. The aim of the review is to achieve an updated understanding of the relationship between beliefs and practices by reviewing the most recent studies on the topic. Moreover, this can aid teachers in developing a deeper understanding of the motivation behind their pedagogical decisions, which can serve to improve their practice. In total, ten studies were analyzed. When comparing the studies, we focused to a high degree on the method of data elicitation used. Findings indicate that there is divergence between teachers’ beliefs and practices. Possible causes for this divergence are discussed, along with the importance of using observations in conjunction with other methods when studying this topic. This review highlights the need for a similar study in the Scandinavian context in order to verify whether conclusions are generalizable beyond their context. Finally, the possible pedagogical implications of the findings are presented.