EFL Teachers’ Beliefs about Grammar Teaching and Classroom Implementation: Focus on Ankesha Senior Secondary and Preparatory School Teachers in Ethiopia

Abstract

This study's primary goal was to find out what EFL teachers thought about the high school's implementation of grammar instruction and its teaching strategies. It is believed that an educator's educational beliefs affect the assessments and results of schooling. Questionnaires, in-class observations, and focus groups with the chosen high school teachers were used to gather data for the study. The chosen high school has 22 English language instructors. As a result, the researcher used the data from all 22 teachers in his analysis. The researcher employed both qualitative and quantitative techniques to evaluate and interpret the data. The questionnaire's results showed that teachers generally thought that communicative language education and inductive grammar instruction helped students' language skills to be improved. Their professed views were quite different from their actual teaching practices, however. The beliefs of the teachers were not reflected in the real classroom. These conflicts run counter to the claims made by some academics in the literature on the important influence that teachers' ideas have on the way that education is carried out. Since then, it has been proposed that there may be an impact on students' educational outcomes from these discrepancies between instructors' views and actions, and these gaps have typically been linked to students' declining of English language ability. Lastly, to lessen the detrimental effects on the efficacy of teaching English, the Ethiopian Ministry of Education, teacher educators, and other pertinent and concerned bodies should harmonize teacher beliefs and teaching methods.