Grammar Intervention and Its Influence on EFL Teachers' Classroom Practices: An Investigation into Teachers' Perceptions

Grammar Intervention and Its Influence on EFL Teachers' Classroom Practices: An Investigation into Teachers' Perceptions | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Grammar Intervention and Its Influence on EFL Teachers' Classroom Practices: An Investigation into Teachers' Perceptions Mohammad Sadegh Ghalibafan, Shadab Jabbarpoor, Bahram Mowlaie This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3909398/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Despite the agreement and progress made in researching the importance of teaching grammar and its role in language learning, certain aspects within this field have not received adequate attention from experts and researchers, leading to a knowledge gap. This study aims to examine EFL teachers' perceptions of grammar interventions in their classes and how these perceptions influence their teaching methods. The research seeks to explore the strategies and challenges faced by teachers involved in teaching grammar. To achieve this, a descriptive research design via quantitative method was implemented. Data was collected through a close-ended questionnaire to reveal teachers' beliefs and perceptions about grammar teaching and learning. A total of 102 EFL teachers, comprising of 73 females and 29 males from different universities in Tehran, Iran, participated in the study. The findings indicated that teachers' perception of grammar is aligned with their learning experiences and understanding. The teachers employed a variety of tactics and techniques to effectively teach grammar, taking into account the factors such as learners' needs, learning styles, professional levels, and other relevant considerations based on their beliefs. Consequently, the teachers had to adapt their teaching methods and approaches based on the specific needs of their learners. The findings highlighted the necessity of grammar in language learning and underscore the importance of learner-centered approaches, learner involvement, and the innovation of teaching methods in grammar instruction according to their perceptions. Educational Philosophy and Theory Special Education Beliefs in grammar learning Grammar intervention Teachers' perception INTRODUCTION To improve instruction and enhance teachers' understanding of teaching and learning, it is imperative to broaden their perspectives and develop their beliefs. Notably, teachers' beliefs and conceptions have a more profound impact on the language learning process compared to their knowledge of classroom management and task design. Consequently, teachers' perceptions greatly affect whether the learning process is made easier or more challenging through their intentional or unintentional actions (Eastern, Williams, & Berdin, 2002). The significance of beliefs in the teaching and learning context, particularly those held by teachers, should not be overlooked. Teachers have a crucial role in facilitating and catalyzing language learning, while learners actively participate under their guidance. It is important to acknowledge that teachers' perceptions and beliefs, though difficult to observe and study, can shape their approach to language instruction (Johnson, 1994 ). These beliefs have the potential to influence and reflect teachers' instructional practices and decision-making in the classroom (Konopa& Williams, 1992). However, it is also recognized that beliefs tend to be resistant to change (Batstone, 2006 ). by examining the current literature on teachers' beliefs and perceptions, several significant studies emerged. One such study was conducted by Sakui and Gaies ( 2003 ), who explored the beliefs of a Japanese teacher toward writing and the teaching of writing. Another noteworthy study was conducted by Dirkx and Spurgin ( 1992 ), who focused on teachers' beliefs concerning classroom practices. Similarly, Lam ( 2000 ) and Lawrence ( 2001 ) investigated teachers' beliefs regarding the use of technology. Additionally, Konopak and Williams ( 1994 ) examined teachers' beliefs about vocabulary learning and teaching, while Olson and Singer ( 1994 ) specifically studied teachers' beliefs surrounding reading instruction. Another relevant study was conducted by Zacharias ( 2005 ), who investigated teachers' beliefs regarding instructional materials. Furthermore, various research inquiries have been undertaken to determine teachers' beliefs in relation to grammar teaching. Notable examples include Borg ( 1998 ), Borg and Burn (2008), Andrews ( 2003 ), Burgess and Etherington ( 2002 ), Chia ( 2003 ), and Schulze (2001). The importance of grammar in language learning is essential, as it goes beyond being considered a mere element of language knowledge (Debata, 2013 ; Kakura, 2010). Grammar plays a significant role in influencing the accuracy and effectiveness of communication in language usage (Ellis, 2002 ). Insufficient knowledge of grammar hampers effective communication (Nan, 2015 ). The construction of meaningful and communicative sentences relies solely on grammar, as it combines words and lexical items (Widodo, 2006 ). English as a Foreign Language (EFL) educators employ different methodologies like the Grammar-Translation Method (GTM) and Communicative Language Teaching (CLT) to teach grammar effectively to their learners, depending on their preferences, tendencies, and experiences. They also utilize various strategies to address learners' difficulties with grammar patterns. These efforts aim to enable learners to interpret and comprehend the target language within its contextual framework by understanding its rules, as this is the basis for language proficiency in the learning process. The instruction of grammar has long been a matter of concern and debate within the field of language education. According to Ellis ( 2006 ), the acquisition of grammar is a particularly challenging aspect of language instruction and often causes anxiety among learners. Various approaches to teaching grammar have been developed, including direct, indirect, implicit, explicit, inductive, and deductive methods. These approaches aim to develop learners' proficiency in grammar for both speaking and writing. The teaching of grammar plays a crucial role in language classrooms, regardless of the chosen methods. Methodologies such as the Grammar Translation Method (GTM), Audio-Lingual Method (ALM), Total Physical Response (TPR), and situational language teaching all incorporate grammar instruction as a fundamental element, as highlighted by Ellis ( 2002 ). Even in approaches like Communicative Language Teaching (CLT) and the natural method, which prioritize communicative activities, there is still recognition of the importance of grammar instruction. Similarly, in Task-based Language Teaching (TBLT), scholars advocate for explicitly teaching grammar to enhance learners' awareness (Ellis, 2000). Ultimately, educators, methodologists, and ESL/EFL professionals emphasized that grammar is a vital component in enabling learners to achieve language proficiency (Hinkel & Fotos, 2000). A study conducted by Andrew (2003) in Hong Kong aimed to examine teachers' beliefs regarding grammar instruction. The study involved 172 participants, primarily teachers, who expressed interest in inductive grammar teaching. The findings showed that teachers with a high level of explicit knowledge tended to use inductive methods, while those with lower explicit knowledge preferred deductive approaches. Similarly, Burges and Ethringtone (2002) conducted a study in Britain to explore the beliefs of 48 teachers about grammar teaching. The results showed that most teachers recognized the value of incorporating grammar instruction in their teaching and favored a focus on form. In a comparable investigation, Eisenstein, Ebsworth, and Schweers (1997) conducted interviews with 30 ESL teachers from New York and 30 teachers from Puerto Rico to understand their perspectives on conscious grammar teaching. The study revealed that teachers' viewpoints on conscious grammar teaching were influenced by their reflections on this instructional approach. The study provides valuable additions to the current body of literature. This survey aims to examine the beliefs held by teachers in relation to the acquisition of grammar. It also explores the difficulties that learners encounter when they come across particular grammatical structures, and emphasize the advantages of directly instructing grammar to language learners within communicative contexts. The purpose of this study is to reduce the distance of what teachers’ beliefs are about teaching grammar rules and how they teach those rules in real situation inside the classroom. By this purpose this investigation explores teachers' beliefs in relation to grammar learning and teaching, with the aim of understanding their experiences with different principles and approaches. Additionally, the goal of the study is to examine the perspectives of teachers when it comes to teaching grammar, and ultimately propose alternative practices for effective instruction. In Iran, despite the use of various modern teaching approaches, there are still teachers who adhere to the Grammar-Translation Method (GTM) for teaching grammar, primarily due to learner characteristics and the learning context. These teachers employ different strategies, such as providing examples and patterns in written and oral form, to facilitate grammar learning. The study took place in Iran, where there is limited exposure to and interaction with native English speakers. It is important to note that the majority of the learners were adults with limited English communication skills. Given the primarily adult learner population, the acquisition of grammar played a critical role in their language learning process. Given the earlier statement and the consequential significance of the issues at hand, the ensuing inquiry is as follows: How do English educators perceive the effectiveness of grammar interventions when implemented within classroom settings? METHODS In this research, a group of teachers from various universities and colleges in Tehran were randomly chosen to participate. They were invited to take part in the study through a provided link. These teachers were specifically instructing university students in the areas of skills and grammar. The study included a total of 102 EFL teachers from Iran, consisting of 29 males and 73 females, ranging in age from 20 to 50. Their teaching experience ranged from 2 to 26 years. Participants were selected via random sampling from among university instructors in Tehran, Iran. All participants in the study were either current university students or graduates. The teachers involved had diverse levels of education, ranging from undergraduate to doctoral degrees. They taught students at various levels, including preliminary, upper intermediate, and advanced. Before participating in the study, the teachers were assured that any data collected would remain confidential and used solely for research purposes. This information was communicated to them through a closed-ended questionnaire. The goal of this study was to gather information from experts and experienced teachers using a questionnaire. The researchers utilized an explanatory research design and collected quantitative data through a survey shared with teachers from different universities. A simple random sampling method was employed to acquire data from participants. Due to the lack of direct access to the teachers, virtual data collection methods such as the internet and shared links were used to facilitate the survey. In this study, the researcher utilized an explanatory approach, incorporating a quantitative model to conduct the research. The data collection process involved the creation of a questionnaire by using a Google Forms link. The questionnaire was adapted from previously validated research instruments by Siahpoosh et al. ( 2019 ), Borg and Burn (2008), and Burgess and Ethrington (2002). The initial stage of the study focused on obtaining teachers' opinions by means of a quantitative questionnaire that employed a Likert scale format. During this stage, teachers were required to express their level of agreement or disagreement using a range from "strongly agreed" to "strongly disagreed" (SA - SD). This phase of the research gathered quantitative data that necessitated statistical analysis. The main focus of this research and survey was on the ideas surrounding teaching grammar, the methods used for teaching grammar, practicing grammar, providing feedback and correcting errors, the use of grammatical terms in teaching, the influence of first language acquisition, the role of English language teachers in grammar instruction, and the differences between teaching grammar to children and adults. To gather the necessary information for this study, relevant literature was reviewed. Additionally, a questionnaire based on the work of Siahpoosh et al. ( 2019 ) was used as a tool for collecting data, following the approach of previous researchers. The questionnaire was given to 102 teachers who acted as participants. The study examined teachers' views and beliefs about teaching grammar in order to identify the challenges that prevent them from effectively implementing their beliefs. RESULTS The demographic information of the teachers involved in this study was examined using the statistical section of the Google Form, as depicted in the subsequent table. Table 1 Teachers’ Demographic information Teachers’ gender Percentage Frequency Female 72% 73 Male 28% 29 Teachers’ age Percentage Frequency 20–30 68.6% 70 31–50 31.4% 32 Years of teaching experience Percentage Frequency 2–6 73% 75 7–12 7% 7 13–18 16% 16 19–24 4% 4 An equal number of male and female teachers participated in the study. To ensure the questionnaire's content validity, previous research conducted by EFL teachers was consulted. After the teachers completed the questionnaire, a thorough analysis was conducted to compare their responses. The research involved the participation of 102 English as Foreign Language (EFL) teachers who were asked to complete a questionnaire. The questionnaire contained 30 close-ended questions designed to gather detailed information on the teachers' views on EFL grammar learning. The survey focused on three main areas: the teachers' perception and belief, the role of grammar learning in the language learning process, and the teachers' strategies for teaching grammar in their classes. The results of the survey, which were presented in Table 2 highlighted the teachers' beliefs within the realm of grammar learning. Table 2 indicates the quantitative data in the study based on the close-ended questionnaire and the findings answer the research question (How do English educators perceive the effectiveness of grammar interventions when implemented within classroom settings). The table provides the readers, significant information about grammar learning based on the teachers’ beliefs and the challenges which they may be involved as a teacher during grammar teaching. Table 2 Teachers’ Beliefs in Grammar Teaching No Statements SA A NS D SD Beliefs in the role of grammar teaching 1 Grammar is the most important component in language learning. 18.6% 19 42.2% 43 17.6% 18 17.6% 18 3.9% 4 2 English classes should allocate plenty of time to teach grammar rules. 4.9% 5 38.2% 39 21.6% 22 29.4% 30 5.9% 6 3 By mastering the rules of grammar, students become fully capable in communication. 6.9% 7 31.4% 32 24.5% 25 26.5% 27 10.8% 11 4 A learner can learn a second or foreign language without grammar instruction (i.e., similar to how children learn their mother tongue). 13.7% 14 31.4% 32 20.6% 21 26.5% 27 7.8% 8 Beliefs in grammar pedagogy (deductive approach) 5 Grammar is best taught through a focus on individual rules and structures. 4.9% 5 42.2% 43 31.4% 32 16.7% 17 4.9% 5 6 Teachers should analyze structures, tell students the rules and then let them do related exercises when teaching grammar. 15.7% 16 52.9% 54 17.6% 18 10.8% 11 2.9% 3 7 Direct explanation of grammar is more secure and straight- forward to ensure students’ understanding. 8.8% 9 43.1% 44 26.5% 27 18.6% 19 2.9% 3 8 If learners receive grammar instruction, they are more likely to be able to correct their errors. 13.7% 14 50% 51 24.5% 25 9.8% 10 2% 2 9 My students expect me to present grammar points directly and explicitly. 16.7% 17 39.2% 40 25.5% 26 14.7% 15 3.9% 4 Beliefs in grammar pedagogy (inductive approach) 10 Grammar learning is more effective when learners work out the rules for themselves. 17.6% 18 57.8% 59 20.6% 21 2.9% 3 1% 1 11 Teachers should begin teaching a new grammar point by giving examples. 36.3% 37 47.1% 48 11.8% 12 2.9% 3 2% 2 12 Students’ self-discovery of grammatical rules is time-consuming but results in better learning and understanding. 17.6% 18 48% 49 25.5% 26 7.8% 8 1% 1 Beliefs in grammar pedagogy (focus on form approach) 13 Teachers should not plan what grammatical features to cover beforehand; they should wait until students have difficulties with certain features. 6.9% 7 35.3% 36 32.4% 33 20.6% 21 4.9% 5 Beliefs in grammar pedagogy (meaning-based approach) 14 Learners learn grammar best through exposure to language in natural contexts. 22.5% 23 41.2% 42 27.5% 28 7.8% 8 1% 1 15 You do not need to speak grammatically in order to communicate well. 12.7% 13 34.3% 35 25.5% 26 23.5% 24 3.9% 4 16 Grammar teaching should focus on the form and meaning of structures and their use in context. 14.7% 15 53.9% 55 23.5% 24 6.9% 7 1% 1 Beliefs in the value of practicing grammar 17 Practice of structures must always be within a full, communicative context. 12.7% 13 51% 52 27.5% 28 7.8% 8 1% 1 18 Drilling and memorization are essential to the successful learning of new language forms. 9.8% 10 42.2% 43 32.4% 33 12.7% 13 2.9% 3 Beliefs in feedback and error correction 19 Grammatical correctness is one of the important criteria by which language performance should be judged. 8.8% 9 37.3% 38 31.4% 32 21.6% 22 1% 1 20 Since errors are a normal part of learning, much correction is wasteful of time. 2.9% 3 38.2% 39 26.5% 27 23.5% 24 8.8% 9 21 Learners’ mistakes should always be corrected immediately to prevent the formation of bad habits 7.8% 8 42.2% 43 22.5% 23 18.6% 19 8.8% 9 22 Students themselves should think about the errors they make and find the correct forms for themselves. 9.8% 10 48% 49 25.5% 26 13.7% 14 2.9% 3 23 A teacher should correct students’ spoken grammatical errors only when they cause difficulty in understanding the meaning. 9.8% 10 50% 51 25.5% 26 12.7% 13 2% 2 24 Learners do not need the grammatical terms to succeed in learning the language. 6.9% 7 32.4% 33 25.5% 26 27.5% 28 7.8% 8 25 Teachers should use the learners’ L1 to explain grammar rules. 10.8% 11 38.2% 39 32.4% 33 16.7% 17 2% 2 26 You must learn the grammar of your native language very well before you learn a foreign language. 10.8% 11 32.4% 33 21.6% 22 29.4% 30 5.9% 6 27 In teaching grammar, a teacher’s main role is to explain the rules. 7.8% 8 32.4% 33 30.4% 31 27.5% 28 2% 2 28 The teachers' role is to help learners figure out the grammar rules for themselves 17.6% 18 53.9% 55 15.7% 16 11.8% 12 1% 1 29 Teaching the rules of English grammar directly is more appropriate for older learners. 11.8% 12 49% 50 28.4% 29 7.8% 8 2.9% 2 30 Indirect grammar teaching is more appropriate for younger learners. 25.5% 26 45.1% 46 25.5% 26 3.9% 4 0% 0 The findings from the Table 2 indicated that grammar learning was integral to language teaching and learning processes. Moreover, the results revealed that learners preferred more explicit, easily understandable, and comprehensible approaches to grammar learning. Additionally, teachers expressed a preference for error correction methods that did not disrupt the learners' grammar learning process. Interestingly, the teachers also believed that in the Iranian educational context, where exposure to the second language is limited, the use of the learners' first language had a positive impact on their acquisition of second language grammar skills. Beliefs in the role of grammar teaching The analysis of this finding suggests that there is a tendency among the teachers regarding the significance of grammar in language acquisition. Approximately 62% of the participants agreed that grammar played a crucial role in language learning, the remaining participants held a differing perspective. This indicates that there is almost a consensus among teachers in this study regarding the importance of grammar. Furthermore, the minority of the participants (35%) did not allocate a substantial amount of time towards teaching grammar rules. This suggests that these teachers do not prioritize other aspects of language learning over grammar instruction. Additionally, almost half of the of teachers (49%) agreed with this notion that learners can acquire a new language solely through mastery of grammar instruction. This indicates that these teachers believe that other factors, such as exposure and practice, are necessary for language acquisition. Interestingly, half of the respondents agreed that individuals can learn a second or foreign language in the same manner as their native language, without the inclusion of formal grammar instruction. This suggests that these teachers believe that immersion and natural language use are more effective than explicit grammar teaching. Beliefs in grammar pedagogy according to deductive approach The finding of this research paper suggests that teachers hold different beliefs about grammar pedagogy or the approach to teaching grammar. The study identified four categories of beliefs: deductive, inductive, focus on form, and meaning-based approaches. Regarding the deductive approach, which involves teaching grammar explicitly, the findings reveal that approximately half of the teachers agreed with this approach, while only 21% disagreed. This suggests a difference among teachers regarding the effectiveness of explicit grammar instruction. In item 5, more than half of the teachers (47%) agreed with the idea of focusing on individual rules and structures when they taught grammar. This finding indicates that these teachers did not believe in a more holistic approach to grammar instruction rather than dealing with grammar in isolation. Based on the item 6, The findings also suggest that a majority of participants (69%) believe that teachers should analyze structures and explain grammar rules to learners. This indicates that these participants value a more structured and explicit approach to grammar instruction. Only 13% of participants disagreed with this idea, implying that there is not too much diversity in opinions on the role of teachers in analyzing grammar structures. In item 7, there was a significant agreement (52%) that direct explanation of grammar to learners leads to better understanding and a more secure and certain way of learning. This suggests that many participants believe in the effectiveness of explicit explanations for grammar instruction. However, 21% disagreed with this opinion, indicating that there is also a group of participants who may prefer alternative approaches to grammar instruction. Regarding item 8, 64% of the participants were sure that grammar instruction helps learners correct their mistakes, while 12% disagreed with this opinion. This finding suggests more certainty and agreement among participants about the effectiveness of grammar instruction in error correction. This indicates a clarification on the relationship between grammar instruction and error correction. Furthermore, in item 9, a majority of the participants (56% or 57 out of 102) mentioned that learners expect them to teach grammar points directly and explicitly. This finding suggests that there is a perceived expectation from learners for teachers to provide direct and explicit instruction on grammar. Overall, this finding highlights the importance of considering teachers' beliefs, learners' expectations, and the practical considerations in grammar instruction. It also suggests the need for further exploration of different approaches to grammar instruction and the potential impact on learners' understanding and error correction. Beliefs in grammar pedagogy based on inductive approach Based on the findings in item 11, the majority of participants in the study preferred discovery techniques and believed in the effectiveness of the inductive approach for grammar pedagogy. This is supported by the high percentage of participants (75%) who agreed on the preference of learners working out the rules for themselves. Furthermore, in item 12, the majority of respondents (83%) agreed that grammar teaching should start with examples, indicating a preference for an inductive approach to teaching grammar. Additionally, a significant majority (83%) of teachers had positive attitudes towards self-discovery of grammar rules. This overall tendency towards an inductive approach indicates a belief in the value of allowing learners to discover grammar rules on their own. Beliefs in grammar pedagogy through focus on form approach When it comes to the focus on form approach, where teachers do not plan which grammatical features to cover beforehand and instead wait for students to struggle with certain features, there was a more balanced response. The findings in item 13, showed 42% agreement among participants regarding this approach. Some teachers were in favor of not planning ahead, while others were hesitant about this idea. This indicates a potential divergence of beliefs regarding the focus on form approach in grammar pedagogy. Overall, this finding highlights a general preference for the inductive approach in grammar pedagogy among the participants, but also suggests a mixed response regarding the focus on form approach. Beliefs in grammar pedagogy via meaning-based approach The findings in item 14, indicate that most teachers in the study believe in a meaning-based approach to grammar pedagogy. The majority of respondents (64%) agreed that the best way to teach grammar is through exposure to language in natural contexts. This suggests that teachers value an immersive and authentic approach to teaching grammar rather than relying solely on explicit grammar rules and exercises. Furthermore, in item 15, almost half of the participants (48%) believed that learners need to speak grammatically in order to communicate well. This suggests that while teachers acknowledge the importance of using correct grammar, they also recognize the need for learners to focus on fluency and communication skills. Interestingly, there was some disagreement among respondents (27%) regarding the necessity of speaking grammatically. Half of the participants disagreed with the idea that speaking grammatically is essential for effective communication, while 48% held the opposite view. This suggests that there may be some differing beliefs among teachers regarding the role of grammar in communication. In conclusion, majority of teachers in the study believe in a meaning-based approach to grammar pedagogy and emphasize the importance of form, meaning, and use in teaching grammar. Beliefs in the value of practicing grammar Based on the findings in item 17, of this research, it can be concluded that a majority of the participants (64%) believe that practicing grammar is important within a community context. This suggests that they view structured grammar practice as necessary for language learning. In item 18, also more than half of the respondents (52%) believe that drilling and memorization are effective in learning new language forms. Beliefs in feedback and error correction The findings in item 19, suggests that there is a tendency to the belief among the participants regarding the importance of grammatical correctness in judging a learner's language performance. While 46% of respondents considered it to be an important criterion, 23% believed that grammatical accuracy should not be a major factor. This indicates some consensus among the participants on the role of grammar in language learning. Based on item 20, there is also a bit discrepancy in opinions regarding errors and their role in learning. Almost an equal number of 41% participants agreed and 32% disagreed that errors were a normal part of learning, indicating a divided perspective on the extent to which errors should be tolerated or corrected. In item 21, there was a consensus on the idea of immediate correction of learners' mistakes. Half of the participants stated an inclination to correct grammatical errors, suggesting a potentially hands-off approach to error correction. Additionally, in item 22, more than half of the respondents believed that learners should be given more time and opportunity to reflect on their errors and find the correct forms themselves. This indicates a preference for learner autonomy and self-correction. Overall, the findings in item 23, highlights the significance of beliefs in feedback and error correction, 60% of the participants had different perspectives on the importance of grammatical correctness, the role of errors in learning, and the timing of error correction. It suggests an emphasize on effectiveness of approaches to feedback and error correction in language learning contexts. Based on the item 24, the given statistics, it can be concluded that there is a divided belief among teachers regarding the use of grammatical terminology in language learning. 40% of the teachers believed that grammatical terms are necessary for successful language learning, while 35% disagreed. This indicates that there is a disagreement on the importance of using grammatical terms in teaching. In item 25, terms of the use of the first language (Persian) to aid teaching grammar, nearly half of the participants (50%) agreed on its use, while 19% disagreed and 32% were unsure. This suggests that there is an inclination to opinion on the role of the first language in teaching grammar. Regarding the learning of native grammar before target language grammar in item 26, 43% agreed on this approach, whereas 36% disagreed. This indicates that there is a disagreement on whether it is beneficial for learners to learn their native grammar before learning the grammar of the target language. However, despite the varying beliefs and opinions, the majority of teachers (50%) reported using the first language in their practical classes to avoid learner confusion and facilitate grammar teaching. This implies that despite any reservations about the use of the first language, teachers prefer to use it for the sake of clarity and ease of understanding for the learners. Based on item 27 the statistics provided, several key findings emerge from the research paper. Firstly, in relation to the role of English teachers in explaining grammar rules, it is noteworthy that 40% of the teachers agreed and 27% of them disagreed and 30% were uncertain with the idea of explaining these rules to learners. This indicates a preference for teachers to adopt a different approach when it comes to teaching grammar. Instead, in item 28, the majority of participants (71%) believed that the main role of English teachers is to assist learners in figuring out grammar for themselves. This suggests a student-centered approach, emphasizing learner autonomy and active learning. In terms of item 29, teaching grammar to young and adult learners, the results indicate different beliefs among the participants. Around 60% of the participants agreed on the importance of direct grammar teaching for adult learners, while in item 30, 70% agreed on the use of indirect grammar teaching for young learners. This suggests that participants recognize the differing needs and abilities of these two learner groups and adapt their teaching methods accordingly. DISCUSSION In this research, it is suggested that new approaches to teaching grammar are necessary in order to improve language learning, particularly for learners who have had negative experiences with grammar. The most effective way to teach grammar is through direct and explicit explanations of individual structure rules, with the use of examples and self-discovery. Learners benefit from learning grammar within the context of real communication, and error correction should only occur when it hinders understanding. Despite various approaches to grammar teaching, teachers still have tendency on using the learners' first language (L1) to clarify grammar rules and assist learners in figuring out the rules themselves. Young learners tend to learn grammar indirectly, while adults learn it directly through examples. Previous studies have shown that teachers value teaching grammar in their classes and see it as a framework for language learning. They also believe that grammar is necessary for professional language learning and is beneficial for learning other languages. This research confirms the significant role of grammar in language learning and its importance in improving learners' communication efforts. It also highlights the importance of teaching grammar explicitly to adults and implicitly to children, although teachers should be flexible in their approach based on the learners' types and styles. Various factors, such as learners' preferences, proficiency levels, learning styles, and limited class time, lead teachers to be more flexible in their grammar teaching approaches. While errors in language learning are common, teachers should avoid interrupting learners' communication for errors that do not hinder comprehension. Using grammar terminology and the learners' L1 can be useful in explicit grammar teaching. The findings of this study align with previous research and suggest that any tool that facilitates grammar teaching and language learning should be used to help learners achieve their goals. However, there is a disconnect between teachers' beliefs and the practical teaching of grammar in the classroom. The study acknowledges the challenges faced by teachers in implementing different teaching strategies and approaches, but does not provide specific strategies or interventions to address the needs and difficulties of learners with negative experiences in grammar learning. Further research is needed to explore the specific needs and challenges of the learner groups and to provide practical suggestions for teachers to overcome these limitations and improve grammar instruction in the classroom. CONCLUSION By exploring the teachers’ beliefs in this investigation, it was cleared that the learners’ motivation, emotion, and characteristics should be considered in different learning situations by the teachers. The teachers play a significant role as facilitators in language learning so, the way the learners learn should always be as a matter of concerns for them. The findings of this study indicate that a significant number of EFL teachers perceive grammar as the most important component of language learning. The majority of participants expressed the belief that grammar is best learned within the context of communication, rejecting the notion that language acquisition is solely reliant on memorizing grammar rules. This aligns with previous research by Burgess & Etherington ( 2002 ) and Siahpoosh et al. ( 2019 ), which emphasizes the role of grammar in language learning. The data collected in this study also revealed that teachers tended to teach grammar explicitly to adult learners, while preferring indirect and implicit teaching methods for children. Furthermore, the findings suggest that young learners benefit from exposure to comprehensible input, similar to the natural approach. These results are consistent with previous studies by Siahpoosh et al. ( 2019 ), which show teachers' preference for direct grammar explanations based on their belief in the effectiveness of this approach in correcting errors and meeting learners' needs. Additionally, this study found that the majority of teachers agreed with students' expectations for explicit grammar instruction, which they believed was necessary to cover the required curriculum content. While the findings of this study support both inductive and deductive approaches to teaching grammar, they contradict the findings of Ellis ( 2006 ) and Uysal and Bradakcis (2014) regarding the optimal instructional approach. The research concludes that the most effective approaches for teaching grammar are those that allow learners to use grammar naturally within a meaningful context and through extensive exposure. The study also acknowledges the challenges faced by teachers in implementing natural approaches in contexts lacking exposure to English-speaking tourists or native speakers. Consequently, teachers may resort to alternative approaches such as the Grammar Translation Method and traditional structure-based grammar instruction, while still prioritizing the Communicative Language Teaching (CLT) approach. To address these inconsistencies, it is crucial for all stakeholders to collaborate and establish a consensus for effectively meeting learners' needs, particularly with regards to grammar instruction. Declarations Funding This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. Competing interest The authors declare that there is no conflict of interest. Ethical Approval Statement Research ethics approval was obtained by the Institutional Review Board of Azad university south branch Tehran, Iran. References Al-Mekhlafi, A. & Nagaratnam, R. (2011). Difficulties in teaching and learning grammar in an EFL context. International Journal of Instruction,4 (2), 69-92. Andrews, S. (2003). ‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching: Theory and Practice, 9 (3), 315-375. Batstone, R. (2006). Teacher beliefs about power and control. The TESOLANZ Journal, 14 , 75-84. Borg, S. (1998). Teachers’ pedagogical system and grammar teaching: A qualitative study. TESOL Quarterly, 32 (1), 9-38. Borg, S., & Burns, A. (2008). Integrating grammar in adult TESOL classrooms. Applied Linguistics, 29 (3), 456-482. Borg, S. (2006). Teacher cognition and language education: Research and practice. London, England: Continuum. Burgess, J., & Etherington, S. (2002). Focus on grammatical form: explicit or implicit? System, 30 (4), 433-458. Chalker, S. (1984). Why can’t someone write a nice simple grammar? ELT Journal, 38(2), 79-85. Chia, S. C. C. (2003). Singapore primary school teachers’ beliefs in grammar teaching and learning. In D. Deterding, E. L. Low, &A . Brown (Eds.), English in Singapore: research on grammar (pp. 117-127). Singapore: McGraw Hill. Debata, P. (2013). The importance of grammar in English language teaching. A reassessment Language in India, 13 (5), 482-486. DeKeyser, R. 1998. Beyond focus on form: cognitive perspectives on learning and practicing second language grammar . In C. Doughty and J. Williams (Eds.), Focus on Form in Second Language Acquisition. Cambridge, UK: Cambridge University Press. DeKeyser, R. (2003). Implicit and explicit learning . In C. J. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 313-348). Malden: MA: Blackwell. Dirkx, M. J., &Spurgin, M. E. (1992). Implicit theories of adult basic education teachers: How their beliefs about students shape classroom practice. Adult Basic Education, 2 (1), 20-41. Dulay, H, & Burt, M. (1973). Should we teach children syntax? Language Learning, 23 , 245-258. Eisenstein-Ebsworth, M., &Schweers, C. R. (1997). What researchers say and what practitioners do: perspectives on conscious grammar instruction in the ESL classroom. Applied Language Learning, 8 , 237-260. Ellis, N. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24 (2), 143-188. Ellis, R. (2006). Current Issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40 (1), 83-107. Ellis, R. (2006). Current issues in the teaching of grammar. TESOL Quarterly, 40 (1), 83-107. Ellis, R. (2008). The study of second language acquisition. Oxford, England: Oxford University Press. Farshchi, S. (2009). An exploration of teachers’ beliefs about the role of grammar in Iranian high schools and private language institutes. Journal of English Language Teaching and Learning, 1 (212), 17-38. Hinkel, E., &Fotos, S. (2002). From theory to practice: A teacher’s view. In E. Hinkel and S. Jeffries, S. (1985). English grammar terminology as an obstacle to second language learning. The Modern Language Journal, 69 (4), 385-390. Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching & Teacher Education, 10 (4): 439-452. Konopak, B. C., & Williams, N. L. (1994). Elementary teacher beliefs and decision about vocabulary learning and instruction. Year book of the National Reading Conference, 43,485-495. Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second-language teachers do or do not use technology in their classroom. Canadian Modern Language Review, 56 , 390-420. Larsen-Freeman, D. (1991). Teaching grammar . In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 279-296). Boston, MA: Heinle & Heinle. Lawrence, G. P. (2001). Second language teacher belief systems toward computer-mediated language learning : Defining teacher belief systems. In K. Cameron (ed.), C.A. L. L. – The challenge of change: Research and practice (pp. 41-52). Exeter, England: ElmBank Publications. Lawrence, A. J., & Lawrence, A. A. (2013). Attitude of student teachers towards using grammar games forteaching English. International Journal on New Trends in Education and Their Implications, 4 (1), 65-72. Nan, C. (2015). Grammar and grammaring: Toward modes for English grammar teaching in China. English Language Teaching, 8 (12), 79-85. Olson, J. R., & Singer, M. (1994). Examining teachers’ beliefs, reflective change, and the teaching of reading. Reading Research and Instruction, 34 (2), 97-110. Sakui, K., & Gaies, S. J. (2003). A case study: beliefs and metaphors of a Japanese teacher of English. In P. Kalaja, & A. M. F. Bacerlos (Eds.), Beliefs about SLA: New Research Approaches (pp. 153-170). Netherlands: Kluwer Academic Publishers. Schulz, R. A . (1996). Focus on form in the foreign language classroom: students’ and teachers’ views on error correction and the role of grammar. Foreign Language Annals, 29 , 343-364. Schulz, R. A. (2001). Cultural differences in student and teacher perception concerning the role of grammar instruction and corrective feedback: USA-Colombia. Modern Language Journal, 85 , 244-258. Seedhouse, P. (1997). The case of the missing “no”: The relationship between pedagogy and interaction. Language Learning, 47 (3), 547-583. Siahpoosh, H., Khalkhali Rad, M., Mousazadeh Alaf, S., & Lotfisin, S. (2019). A Survey of Iranain School EFL Teachers’ Perceptions on Grammar Intervention. Science Arena Publications Specialty Journal of Language Studies and Literature.3 (3), 65-82. Widodo, H. P. (2006). Approaches and procedures for teaching grammar. English Teaching: Practice &Critique (University of Waikato), 5 (1), 122-141. Zacharias, N. T. (2005). Teachers’ beliefs about internationally published materials: A survey of tertiary English teachers in Indonesia. RELC Journal , 36 , 23-38. Additional Declarations The authors declare no competing interests. Supplementary Files biodata.doc Biodata Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-3909398","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":269937398,"identity":"47edef2f-fb7f-4fa3-af42-6afa7000cf1c","order_by":0,"name":"Mohammad Sadegh Ghalibafan","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA/ElEQVRIiWNgGAWjYHACNgaGAokEBuYDDAwfQFx2orQYALWwJTAwzgBxmYnTwgDWwswD4hPSott//NqDHwYWefxtzM8e2/zaJs/HzMD44WMObi1mN3LKDXsMJIoljrGZG+f23TZsY2Zglpy5DZ8WnjQJHgOJxIb7DWbSuT23GYFa2Jh58Wk5fyZN8g9Qy/xj7N+kLXtu2xPWciD9mDTIlg3HeMykGX7cTiSs5UYOm7QM0C+Gx3jKJHsbbie3MTM24/fL+ePPJN9U1OXJHWPfJvHjz23b+e3NBz98xKOFgYHHAMFmbAOTDfjUAwH7AyTOHwKKR8EoGAWjYEQCANkYTl86Hn1fAAAAAElFTkSuQmCC","orcid":"https://orcid.org/0009-0007-9446-2511","institution":"Tehran South Branch, Islamic Azad university","correspondingAuthor":true,"prefix":"","firstName":"Mohammad","middleName":"Sadegh","lastName":"Ghalibafan","suffix":""},{"id":269937399,"identity":"c8476d45-0d11-4a86-a7ab-b88d12b48d47","order_by":1,"name":"Shadab Jabbarpoor","email":"","orcid":"https://orcid.org/0000-0003-4089-9287","institution":"Garmsar Branch, Islamic Azad university","correspondingAuthor":false,"prefix":"","firstName":"Shadab","middleName":"","lastName":"Jabbarpoor","suffix":""},{"id":269937400,"identity":"7fe75040-d14e-4e35-b2f9-23a8cfee2366","order_by":2,"name":"Bahram Mowlaie","email":"","orcid":"https://orcid.org/0000-0002-5248-5690","institution":"Tehran South Branch, Islamic Azad university","correspondingAuthor":false,"prefix":"","firstName":"Bahram","middleName":"","lastName":"Mowlaie","suffix":""}],"badges":[],"createdAt":"2024-01-29 20:00:22","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-3909398/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-3909398/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":50369077,"identity":"20284781-cf00-4d43-9dd3-76fe0e830c2a","added_by":"auto","created_at":"2024-01-30 12:34:24","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":466036,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-3909398/v1/b82c60a8-496a-44b3-b55f-e1ff83a20801.pdf"},{"id":50368783,"identity":"61573098-f55a-4c8a-8355-c2d5294e04ca","added_by":"auto","created_at":"2024-01-30 12:26:23","extension":"doc","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":29184,"visible":true,"origin":"","legend":"\u003cp\u003eBiodata\u003c/p\u003e","description":"","filename":"biodata.doc","url":"https://assets-eu.researchsquare.com/files/rs-3909398/v1/628d76a57c72d41c17012e4d.doc"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eGrammar Intervention and Its Influence on EFL Teachers' Classroom Practices: An Investigation into Teachers' Perceptions\u003c/p\u003e","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eTo improve instruction and enhance teachers' understanding of teaching and learning, it is imperative to broaden their perspectives and develop their beliefs. Notably, teachers' beliefs and conceptions have a more profound impact on the language learning process compared to their knowledge of classroom management and task design. Consequently, teachers' perceptions greatly affect whether the learning process is made easier or more challenging through their intentional or unintentional actions (Eastern, Williams, \u0026amp; Berdin, 2002). The significance of beliefs in the teaching and learning context, particularly those held by teachers, should not be overlooked. Teachers have a crucial role in facilitating and catalyzing language learning, while learners actively participate under their guidance. It is important to acknowledge that teachers' perceptions and beliefs, though difficult to observe and study, can shape their approach to language instruction (Johnson, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e1994\u003c/span\u003e). These beliefs have the potential to influence and reflect teachers' instructional practices and decision-making in the classroom (Konopa\u0026amp; Williams, 1992). However, it is also recognized that beliefs tend to be resistant to change (Batstone, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eby examining the current literature on teachers' beliefs and perceptions, several significant studies emerged. One such study was conducted by Sakui and Gaies (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2003\u003c/span\u003e), who explored the beliefs of a Japanese teacher toward writing and the teaching of writing. Another noteworthy study was conducted by Dirkx and Spurgin (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e1992\u003c/span\u003e), who focused on teachers' beliefs concerning classroom practices. Similarly, Lam (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2000\u003c/span\u003e) and Lawrence (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2001\u003c/span\u003e) investigated teachers' beliefs regarding the use of technology. Additionally, Konopak and Williams (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e1994\u003c/span\u003e) examined teachers' beliefs about vocabulary learning and teaching, while Olson and Singer (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e1994\u003c/span\u003e) specifically studied teachers' beliefs surrounding reading instruction. Another relevant study was conducted by Zacharias (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2005\u003c/span\u003e), who investigated teachers' beliefs regarding instructional materials. Furthermore, various research inquiries have been undertaken to determine teachers' beliefs in relation to grammar teaching. Notable examples include Borg (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e1998\u003c/span\u003e), Borg and Burn (2008), Andrews (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2003\u003c/span\u003e), Burgess and Etherington (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2002\u003c/span\u003e), Chia (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2003\u003c/span\u003e), and Schulze (2001).\u003c/p\u003e \u003cp\u003eThe importance of grammar in language learning is essential, as it goes beyond being considered a mere element of language knowledge (Debata, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Kakura, 2010). Grammar plays a significant role in influencing the accuracy and effectiveness of communication in language usage (Ellis, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). Insufficient knowledge of grammar hampers effective communication (Nan, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). The construction of meaningful and communicative sentences relies solely on grammar, as it combines words and lexical items (Widodo, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). English as a Foreign Language (EFL) educators employ different methodologies like the Grammar-Translation Method (GTM) and Communicative Language Teaching (CLT) to teach grammar effectively to their learners, depending on their preferences, tendencies, and experiences. They also utilize various strategies to address learners' difficulties with grammar patterns. These efforts aim to enable learners to interpret and comprehend the target language within its contextual framework by understanding its rules, as this is the basis for language proficiency in the learning process.\u003c/p\u003e \u003cp\u003eThe instruction of grammar has long been a matter of concern and debate within the field of language education. According to Ellis (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2006\u003c/span\u003e), the acquisition of grammar is a particularly challenging aspect of language instruction and often causes anxiety among learners. Various approaches to teaching grammar have been developed, including direct, indirect, implicit, explicit, inductive, and deductive methods. These approaches aim to develop learners' proficiency in grammar for both speaking and writing. The teaching of grammar plays a crucial role in language classrooms, regardless of the chosen methods. Methodologies such as the Grammar Translation Method (GTM), Audio-Lingual Method (ALM), Total Physical Response (TPR), and situational language teaching all incorporate grammar instruction as a fundamental element, as highlighted by Ellis (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). Even in approaches like Communicative Language Teaching (CLT) and the natural method, which prioritize communicative activities, there is still recognition of the importance of grammar instruction. Similarly, in Task-based Language Teaching (TBLT), scholars advocate for explicitly teaching grammar to enhance learners' awareness (Ellis, 2000). Ultimately, educators, methodologists, and ESL/EFL professionals emphasized that grammar is a vital component in enabling learners to achieve language proficiency (Hinkel \u0026amp; Fotos, 2000).\u003c/p\u003e \u003cp\u003eA study conducted by Andrew (2003) in Hong Kong aimed to examine teachers' beliefs regarding grammar instruction. The study involved 172 participants, primarily teachers, who expressed interest in inductive grammar teaching. The findings showed that teachers with a high level of explicit knowledge tended to use inductive methods, while those with lower explicit knowledge preferred deductive approaches. Similarly, Burges and Ethringtone (2002) conducted a study in Britain to explore the beliefs of 48 teachers about grammar teaching. The results showed that most teachers recognized the value of incorporating grammar instruction in their teaching and favored a focus on form. In a comparable investigation, Eisenstein, Ebsworth, and Schweers (1997) conducted interviews with 30 ESL teachers from New York and 30 teachers from Puerto Rico to understand their perspectives on conscious grammar teaching. The study revealed that teachers' viewpoints on conscious grammar teaching were influenced by their reflections on this instructional approach.\u003c/p\u003e \u003cp\u003eThe study provides valuable additions to the current body of literature. This survey aims to examine the beliefs held by teachers in relation to the acquisition of grammar. It also explores the difficulties that learners encounter when they come across particular grammatical structures, and emphasize the advantages of directly instructing grammar to language learners within communicative contexts. The purpose of this study is to reduce the distance of what teachers\u0026rsquo; beliefs are about teaching grammar rules and how they teach those rules in real situation inside the classroom. By this purpose this investigation explores teachers' beliefs in relation to grammar learning and teaching, with the aim of understanding their experiences with different principles and approaches. Additionally, the goal of the study is to examine the perspectives of teachers when it comes to teaching grammar, and ultimately propose alternative practices for effective instruction.\u003c/p\u003e \u003cp\u003eIn Iran, despite the use of various modern teaching approaches, there are still teachers who adhere to the Grammar-Translation Method (GTM) for teaching grammar, primarily due to learner characteristics and the learning context. These teachers employ different strategies, such as providing examples and patterns in written and oral form, to facilitate grammar learning. The study took place in Iran, where there is limited exposure to and interaction with native English speakers. It is important to note that the majority of the learners were adults with limited English communication skills. Given the primarily adult learner population, the acquisition of grammar played a critical role in their language learning process. Given the earlier statement and the consequential significance of the issues at hand, the ensuing inquiry is as follows:\u003c/p\u003e \u003cp\u003eHow do English educators perceive the effectiveness of grammar interventions when implemented within classroom settings?\u003c/p\u003e"},{"header":"METHODS","content":"\u003cp\u003eIn this research, a group of teachers from various universities and colleges in Tehran were randomly chosen to participate. They were invited to take part in the study through a provided link. These teachers were specifically instructing university students in the areas of skills and grammar. The study included a total of 102 EFL teachers from Iran, consisting of 29 males and 73 females, ranging in age from 20 to 50. Their teaching experience ranged from 2 to 26 years. Participants were selected via random sampling from among university instructors in Tehran, Iran. All participants in the study were either current university students or graduates. The teachers involved had diverse levels of education, ranging from undergraduate to doctoral degrees. They taught students at various levels, including preliminary, upper intermediate, and advanced. Before participating in the study, the teachers were assured that any data collected would remain confidential and used solely for research purposes. This information was communicated to them through a closed-ended questionnaire.\u003c/p\u003e \u003cp\u003eThe goal of this study was to gather information from experts and experienced teachers using a questionnaire. The researchers utilized an explanatory research design and collected quantitative data through a survey shared with teachers from different universities. A simple random sampling method was employed to acquire data from participants. Due to the lack of direct access to the teachers, virtual data collection methods such as the internet and shared links were used to facilitate the survey.\u003c/p\u003e \u003cp\u003eIn this study, the researcher utilized an explanatory approach, incorporating a quantitative model to conduct the research. The data collection process involved the creation of a questionnaire by using a Google Forms link. The questionnaire was adapted from previously validated research instruments by Siahpoosh et al. (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Borg and Burn (2008), and Burgess and Ethrington (2002). The initial stage of the study focused on obtaining teachers' opinions by means of a quantitative questionnaire that employed a Likert scale format. During this stage, teachers were required to express their level of agreement or disagreement using a range from \"strongly agreed\" to \"strongly disagreed\" (SA - SD). This phase of the research gathered quantitative data that necessitated statistical analysis.\u003c/p\u003e \u003cp\u003eThe main focus of this research and survey was on the ideas surrounding teaching grammar, the methods used for teaching grammar, practicing grammar, providing feedback and correcting errors, the use of grammatical terms in teaching, the influence of first language acquisition, the role of English language teachers in grammar instruction, and the differences between teaching grammar to children and adults.\u003c/p\u003e \u003cp\u003eTo gather the necessary information for this study, relevant literature was reviewed. Additionally, a questionnaire based on the work of Siahpoosh et al. (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) was used as a tool for collecting data, following the approach of previous researchers. The questionnaire was given to 102 teachers who acted as participants. The study examined teachers' views and beliefs about teaching grammar in order to identify the challenges that prevent them from effectively implementing their beliefs.\u003c/p\u003e"},{"header":"RESULTS","content":"\u003cp\u003eThe demographic information of the teachers involved in this study was examined using the statistical section of the Google Form, as depicted in the subsequent table.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eTeachers\u0026rsquo; Demographic information\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeachers\u0026rsquo; gender\u003c/p\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003cp\u003e72%\u003c/p\u003e \u003cp\u003e73\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003cp\u003e28%\u003c/p\u003e \u003cp\u003e29\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTeachers\u0026rsquo; age\u003c/b\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003ePercentage\u003c/b\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e20\u0026ndash;30\u003c/p\u003e \u003cp\u003e68.6%\u003c/p\u003e \u003cp\u003e70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e31\u0026ndash;50\u003c/p\u003e \u003cp\u003e31.4%\u003c/p\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eYears of teaching experience\u003c/b\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003ePercentage\u003c/b\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2\u0026ndash;6\u003c/p\u003e \u003cp\u003e73%\u003c/p\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7\u0026ndash;12\u003c/p\u003e \u003cp\u003e7%\u003c/p\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13\u0026ndash;18\u003c/p\u003e \u003cp\u003e16%\u003c/p\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e19\u0026ndash;24\u003c/p\u003e \u003cp\u003e4%\u003c/p\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAn equal number of male and female teachers participated in the study. To ensure the questionnaire's content validity, previous research conducted by EFL teachers was consulted. After the teachers completed the questionnaire, a thorough analysis was conducted to compare their responses. The research involved the participation of 102 English as Foreign Language (EFL) teachers who were asked to complete a questionnaire. The questionnaire contained 30 close-ended questions designed to gather detailed information on the teachers' views on EFL grammar learning. The survey focused on three main areas: the teachers' perception and belief, the role of grammar learning in the language learning process, and the teachers' strategies for teaching grammar in their classes. The results of the survey, which were presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e highlighted the teachers' beliefs within the realm of grammar learning.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e indicates the quantitative data in the study based on the close-ended questionnaire and the findings answer the research question (How do English educators perceive the effectiveness of grammar interventions when implemented within classroom settings). The table provides the readers, significant information about grammar learning based on the teachers\u0026rsquo; beliefs and the challenges which they may be involved as a teacher during grammar teaching.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eTeachers\u0026rsquo; Beliefs in Grammar Teaching\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStatements\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSA\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eNS\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003eBeliefs in the role of grammar teaching\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e1\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrammar is the most important component in language learning.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e18.6%\u003c/p\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42.2%\u003c/p\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17.6%\u003c/p\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e17.6%\u003c/p\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.9%\u003c/p\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e2\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEnglish classes should allocate plenty of time to teach grammar rules.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.9%\u003c/p\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e38.2%\u003c/p\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.6%\u003c/p\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e29.4%\u003c/p\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5.9%\u003c/p\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e3\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBy mastering the rules of grammar, students become fully capable in communication.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6.9%\u003c/p\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e31.4%\u003c/p\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e24.5%\u003c/p\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e26.5%\u003c/p\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e10.8%\u003c/p\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e4\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eA learner can learn a second or foreign language without grammar instruction (i.e., similar to how children learn their mother tongue).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13.7%\u003c/p\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e31.4%\u003c/p\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20.6%\u003c/p\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e26.5%\u003c/p\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e7.8%\u003c/p\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eBeliefs in grammar pedagogy (deductive approach)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e5\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrammar is best taught through a focus on individual rules and structures.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.9%\u003c/p\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42.2%\u003c/p\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e31.4%\u003c/p\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e16.7%\u003c/p\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.9%\u003c/p\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e6\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeachers should analyze structures, tell students the rules and then let them do related exercises when teaching grammar.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15.7%\u003c/p\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e52.9%\u003c/p\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17.6%\u003c/p\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e10.8%\u003c/p\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e7\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDirect explanation of grammar is more secure and straight- forward to ensure students\u0026rsquo; understanding.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8.8%\u003c/p\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e43.1%\u003c/p\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e26.5%\u003c/p\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e18.6%\u003c/p\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e8\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIf learners receive grammar instruction, they are more likely to be able to correct their errors.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13.7%\u003c/p\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50%\u003c/p\u003e \u003cp\u003e51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e24.5%\u003c/p\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e9.8%\u003c/p\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2%\u003c/p\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e9\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMy students expect me to present grammar points directly and explicitly.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e16.7%\u003c/p\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e39.2%\u003c/p\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25.5%\u003c/p\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e14.7%\u003c/p\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.9%\u003c/p\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eBeliefs in grammar pedagogy (inductive approach)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e10\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrammar learning is more effective when learners work out the rules for themselves.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e17.6%\u003c/p\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e57.8%\u003c/p\u003e \u003cp\u003e59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20.6%\u003c/p\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1%\u003c/p\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e11\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeachers should begin teaching a new grammar point by giving examples.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e36.3%\u003c/p\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e47.1%\u003c/p\u003e \u003cp\u003e48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e11.8%\u003c/p\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2%\u003c/p\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e12\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStudents\u0026rsquo; self-discovery of grammatical rules is time-consuming but results in better learning and understanding.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e17.6%\u003c/p\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e48%\u003c/p\u003e \u003cp\u003e49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25.5%\u003c/p\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e7.8%\u003c/p\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1%\u003c/p\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eBeliefs in grammar pedagogy (focus on form approach)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e13\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeachers should not plan what grammatical features to cover beforehand; they should wait until students have difficulties with certain features.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6.9%\u003c/p\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e35.3%\u003c/p\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e32.4%\u003c/p\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e20.6%\u003c/p\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.9%\u003c/p\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eBeliefs in grammar pedagogy (meaning-based approach)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e14\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearners learn grammar best through exposure to language in natural contexts.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e22.5%\u003c/p\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e41.2%\u003c/p\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e27.5%\u003c/p\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e7.8%\u003c/p\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1%\u003c/p\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e15\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYou do not need to speak grammatically in order to communicate well.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12.7%\u003c/p\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e34.3%\u003c/p\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25.5%\u003c/p\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e23.5%\u003c/p\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.9%\u003c/p\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e16\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrammar teaching should focus on the form and meaning of structures and their use in context.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14.7%\u003c/p\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e53.9%\u003c/p\u003e \u003cp\u003e55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e23.5%\u003c/p\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e6.9%\u003c/p\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1%\u003c/p\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eBeliefs in the value of practicing grammar\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e17\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePractice of structures must always be within a full, communicative context.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12.7%\u003c/p\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e51%\u003c/p\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e27.5%\u003c/p\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e7.8%\u003c/p\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1%\u003c/p\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e18\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDrilling and memorization are essential to the successful learning of new language forms.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9.8%\u003c/p\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42.2%\u003c/p\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e32.4%\u003c/p\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e12.7%\u003c/p\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eBeliefs in feedback and error correction\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e19\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrammatical correctness is one of the important criteria by which language performance should be judged.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8.8%\u003c/p\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e37.3%\u003c/p\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e31.4%\u003c/p\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e21.6%\u003c/p\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1%\u003c/p\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e20\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSince errors are a normal part of learning, much correction is wasteful of time.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e38.2%\u003c/p\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e26.5%\u003c/p\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e23.5%\u003c/p\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e8.8%\u003c/p\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e21\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearners\u0026rsquo; mistakes should always be corrected immediately to prevent the formation of bad habits\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.8%\u003c/p\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42.2%\u003c/p\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e22.5%\u003c/p\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e18.6%\u003c/p\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e8.8%\u003c/p\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e22\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStudents themselves should think about the errors they make and find the correct forms for themselves.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9.8%\u003c/p\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e48%\u003c/p\u003e \u003cp\u003e49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25.5%\u003c/p\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e13.7%\u003c/p\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e23\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eA teacher should correct students\u0026rsquo; spoken grammatical errors only when they cause difficulty in understanding the meaning.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9.8%\u003c/p\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50%\u003c/p\u003e \u003cp\u003e51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25.5%\u003c/p\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e12.7%\u003c/p\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2%\u003c/p\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e24\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearners do not need the grammatical terms to succeed in learning the language.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6.9%\u003c/p\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e32.4%\u003c/p\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25.5%\u003c/p\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e27.5%\u003c/p\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e7.8%\u003c/p\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e25\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeachers should use the learners\u0026rsquo; L1 to explain grammar rules.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10.8%\u003c/p\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e38.2%\u003c/p\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e32.4%\u003c/p\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e16.7%\u003c/p\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2%\u003c/p\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e26\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYou must learn the grammar of your native language very well before you learn a foreign language.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10.8%\u003c/p\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e32.4%\u003c/p\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.6%\u003c/p\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e29.4%\u003c/p\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5.9%\u003c/p\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e27\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIn teaching grammar, a teacher\u0026rsquo;s main role is to explain the rules.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.8%\u003c/p\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e32.4%\u003c/p\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e30.4%\u003c/p\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e27.5%\u003c/p\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2%\u003c/p\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e28\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe teachers' role is to help learners figure out the grammar rules for themselves\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e17.6%\u003c/p\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e53.9%\u003c/p\u003e \u003cp\u003e55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15.7%\u003c/p\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e11.8%\u003c/p\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1%\u003c/p\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e29\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeaching the rules of English grammar directly is more appropriate for older learners.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11.8%\u003c/p\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e49%\u003c/p\u003e \u003cp\u003e50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28.4%\u003c/p\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e7.8%\u003c/p\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e30\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIndirect grammar teaching is more appropriate for younger learners.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e25.5%\u003c/p\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e45.1%\u003c/p\u003e \u003cp\u003e46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25.5%\u003c/p\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.9%\u003c/p\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0%\u003c/p\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe findings from the Table \u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e indicated that grammar learning was integral to language teaching and learning processes. Moreover, the results revealed that learners preferred more explicit, easily understandable, and comprehensible approaches to grammar learning. Additionally, teachers expressed a preference for error correction methods that did not disrupt the learners' grammar learning process. Interestingly, the teachers also believed that in the Iranian educational context, where exposure to the second language is limited, the use of the learners' first language had a positive impact on their acquisition of second language grammar skills.\u003c/p\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003eBeliefs in the role of grammar teaching\u003c/h2\u003e \u003cp\u003eThe analysis of this finding suggests that there is a tendency among the teachers regarding the significance of grammar in language acquisition. Approximately 62% of the participants agreed that grammar played a crucial role in language learning, the remaining participants held a differing perspective. This indicates that there is almost a consensus among teachers in this study regarding the importance of grammar. Furthermore, the minority of the participants (35%) did not allocate a substantial amount of time towards teaching grammar rules. This suggests that these teachers do not prioritize other aspects of language learning over grammar instruction. Additionally, almost half of the of teachers (49%) agreed with this notion that learners can acquire a new language solely through mastery of grammar instruction. This indicates that these teachers believe that other factors, such as exposure and practice, are necessary for language acquisition. Interestingly, half of the respondents agreed that individuals can learn a second or foreign language in the same manner as their native language, without the inclusion of formal grammar instruction. This suggests that these teachers believe that immersion and natural language use are more effective than explicit grammar teaching.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eBeliefs in grammar pedagogy according to deductive approach\u003c/h2\u003e \u003cp\u003eThe finding of this research paper suggests that teachers hold different beliefs about grammar pedagogy or the approach to teaching grammar. The study identified four categories of beliefs: deductive, inductive, focus on form, and meaning-based approaches. Regarding the deductive approach, which involves teaching grammar explicitly, the findings reveal that approximately half of the teachers agreed with this approach, while only 21% disagreed. This suggests a difference among teachers regarding the effectiveness of explicit grammar instruction. In item 5, more than half of the teachers (47%) agreed with the idea of focusing on individual rules and structures when they taught grammar. This finding indicates that these teachers did not believe in a more holistic approach to grammar instruction rather than dealing with grammar in isolation. Based on the item 6, The findings also suggest that a majority of participants (69%) believe that teachers should analyze structures and explain grammar rules to learners. This indicates that these participants value a more structured and explicit approach to grammar instruction. Only 13% of participants disagreed with this idea, implying that there is not too much diversity in opinions on the role of teachers in analyzing grammar structures. In item 7, there was a significant agreement (52%) that direct explanation of grammar to learners leads to better understanding and a more secure and certain way of learning. This suggests that many participants believe in the effectiveness of explicit explanations for grammar instruction. However, 21% disagreed with this opinion, indicating that there is also a group of participants who may prefer alternative approaches to grammar instruction.\u003c/p\u003e \u003cp\u003eRegarding item 8, 64% of the participants were sure that grammar instruction helps learners correct their mistakes, while 12% disagreed with this opinion. This finding suggests more certainty and agreement among participants about the effectiveness of grammar instruction in error correction. This indicates a clarification on the relationship between grammar instruction and error correction. Furthermore, in item 9, a majority of the participants (56% or 57 out of 102) mentioned that learners expect them to teach grammar points directly and explicitly. This finding suggests that there is a perceived expectation from learners for teachers to provide direct and explicit instruction on grammar. Overall, this finding highlights the importance of considering teachers' beliefs, learners' expectations, and the practical considerations in grammar instruction. It also suggests the need for further exploration of different approaches to grammar instruction and the potential impact on learners' understanding and error correction.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eBeliefs in grammar pedagogy based on inductive approach\u003c/h2\u003e \u003cp\u003eBased on the findings in item 11, the majority of participants in the study preferred discovery techniques and believed in the effectiveness of the inductive approach for grammar pedagogy. This is supported by the high percentage of participants (75%) who agreed on the preference of learners working out the rules for themselves. Furthermore, in item 12, the majority of respondents (83%) agreed that grammar teaching should start with examples, indicating a preference for an inductive approach to teaching grammar. Additionally, a significant majority (83%) of teachers had positive attitudes towards self-discovery of grammar rules. This overall tendency towards an inductive approach indicates a belief in the value of allowing learners to discover grammar rules on their own.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eBeliefs in grammar pedagogy through focus on form approach\u003c/h2\u003e \u003cp\u003eWhen it comes to the focus on form approach, where teachers do not plan which grammatical features to cover beforehand and instead wait for students to struggle with certain features, there was a more balanced response. The findings in item 13, showed 42% agreement among participants regarding this approach. Some teachers were in favor of not planning ahead, while others were hesitant about this idea. This indicates a potential divergence of beliefs regarding the focus on form approach in grammar pedagogy. Overall, this finding highlights a general preference for the inductive approach in grammar pedagogy among the participants, but also suggests a mixed response regarding the focus on form approach.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eBeliefs in grammar pedagogy via meaning-based approach\u003c/h2\u003e \u003cp\u003eThe findings in item 14, indicate that most teachers in the study believe in a meaning-based approach to grammar pedagogy. The majority of respondents (64%) agreed that the best way to teach grammar is through exposure to language in natural contexts. This suggests that teachers value an immersive and authentic approach to teaching grammar rather than relying solely on explicit grammar rules and exercises. Furthermore, in item 15, almost half of the participants (48%) believed that learners need to speak grammatically in order to communicate well. This suggests that while teachers acknowledge the importance of using correct grammar, they also recognize the need for learners to focus on fluency and communication skills. Interestingly, there was some disagreement among respondents (27%) regarding the necessity of speaking grammatically. Half of the participants disagreed with the idea that speaking grammatically is essential for effective communication, while 48% held the opposite view. This suggests that there may be some differing beliefs among teachers regarding the role of grammar in communication. In conclusion, majority of teachers in the study believe in a meaning-based approach to grammar pedagogy and emphasize the importance of form, meaning, and use in teaching grammar.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eBeliefs in the value of practicing grammar\u003c/h2\u003e \u003cp\u003eBased on the findings in item 17, of this research, it can be concluded that a majority of the participants (64%) believe that practicing grammar is important within a community context. This suggests that they view structured grammar practice as necessary for language learning. In item 18, also more than half of the respondents (52%) believe that drilling and memorization are effective in learning new language forms.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eBeliefs in feedback and error correction\u003c/h2\u003e \u003cp\u003eThe findings in item 19, suggests that there is a tendency to the belief among the participants regarding the importance of grammatical correctness in judging a learner's language performance. While 46% of respondents considered it to be an important criterion, 23% believed that grammatical accuracy should not be a major factor. This indicates some consensus among the participants on the role of grammar in language learning. Based on item 20, there is also a bit discrepancy in opinions regarding errors and their role in learning. Almost an equal number of 41% participants agreed and 32% disagreed that errors were a normal part of learning, indicating a divided perspective on the extent to which errors should be tolerated or corrected. In item 21, there was a consensus on the idea of immediate correction of learners' mistakes. Half of the participants stated an inclination to correct grammatical errors, suggesting a potentially hands-off approach to error correction. Additionally, in item 22, more than half of the respondents believed that learners should be given more time and opportunity to reflect on their errors and find the correct forms themselves. This indicates a preference for learner autonomy and self-correction. Overall, the findings in item 23, highlights the significance of beliefs in feedback and error correction, 60% of the participants had different perspectives on the importance of grammatical correctness, the role of errors in learning, and the timing of error correction. It suggests an emphasize on effectiveness of approaches to feedback and error correction in language learning contexts.\u003c/p\u003e \u003cp\u003eBased on the item 24, the given statistics, it can be concluded that there is a divided belief among teachers regarding the use of grammatical terminology in language learning. 40% of the teachers believed that grammatical terms are necessary for successful language learning, while 35% disagreed. This indicates that there is a disagreement on the importance of using grammatical terms in teaching. In item 25, terms of the use of the first language (Persian) to aid teaching grammar, nearly half of the participants (50%) agreed on its use, while 19% disagreed and 32% were unsure. This suggests that there is an inclination to opinion on the role of the first language in teaching grammar. Regarding the learning of native grammar before target language grammar in item 26, 43% agreed on this approach, whereas 36% disagreed. This indicates that there is a disagreement on whether it is beneficial for learners to learn their native grammar before learning the grammar of the target language. However, despite the varying beliefs and opinions, the majority of teachers (50%) reported using the first language in their practical classes to avoid learner confusion and facilitate grammar teaching. This implies that despite any reservations about the use of the first language, teachers prefer to use it for the sake of clarity and ease of understanding for the learners.\u003c/p\u003e \u003cp\u003eBased on item 27 the statistics provided, several key findings emerge from the research paper. Firstly, in relation to the role of English teachers in explaining grammar rules, it is noteworthy that 40% of the teachers agreed and 27% of them disagreed and 30% were uncertain with the idea of explaining these rules to learners. This indicates a preference for teachers to adopt a different approach when it comes to teaching grammar. Instead, in item 28, the majority of participants (71%) believed that the main role of English teachers is to assist learners in figuring out grammar for themselves. This suggests a student-centered approach, emphasizing learner autonomy and active learning.\u003c/p\u003e \u003cp\u003eIn terms of item 29, teaching grammar to young and adult learners, the results indicate different beliefs among the participants. Around 60% of the participants agreed on the importance of direct grammar teaching for adult learners, while in item 30, 70% agreed on the use of indirect grammar teaching for young learners. This suggests that participants recognize the differing needs and abilities of these two learner groups and adapt their teaching methods accordingly.\u003c/p\u003e \u003c/div\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eIn this research, it is suggested that new approaches to teaching grammar are necessary in order to improve language learning, particularly for learners who have had negative experiences with grammar. The most effective way to teach grammar is through direct and explicit explanations of individual structure rules, with the use of examples and self-discovery. Learners benefit from learning grammar within the context of real communication, and error correction should only occur when it hinders understanding. Despite various approaches to grammar teaching, teachers still have tendency on using the learners' first language (L1) to clarify grammar rules and assist learners in figuring out the rules themselves. Young learners tend to learn grammar indirectly, while adults learn it directly through examples.\u003c/p\u003e \u003cp\u003ePrevious studies have shown that teachers value teaching grammar in their classes and see it as a framework for language learning. They also believe that grammar is necessary for professional language learning and is beneficial for learning other languages. This research confirms the significant role of grammar in language learning and its importance in improving learners' communication efforts. It also highlights the importance of teaching grammar explicitly to adults and implicitly to children, although teachers should be flexible in their approach based on the learners' types and styles.\u003c/p\u003e \u003cp\u003eVarious factors, such as learners' preferences, proficiency levels, learning styles, and limited class time, lead teachers to be more flexible in their grammar teaching approaches. While errors in language learning are common, teachers should avoid interrupting learners' communication for errors that do not hinder comprehension. Using grammar terminology and the learners' L1 can be useful in explicit grammar teaching. The findings of this study align with previous research and suggest that any tool that facilitates grammar teaching and language learning should be used to help learners achieve their goals.\u003c/p\u003e \u003cp\u003eHowever, there is a disconnect between teachers' beliefs and the practical teaching of grammar in the classroom. The study acknowledges the challenges faced by teachers in implementing different teaching strategies and approaches, but does not provide specific strategies or interventions to address the needs and difficulties of learners with negative experiences in grammar learning. Further research is needed to explore the specific needs and challenges of the learner groups and to provide practical suggestions for teachers to overcome these limitations and improve grammar instruction in the classroom.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eBy exploring the teachers\u0026rsquo; beliefs in this investigation, it was cleared that the learners\u0026rsquo; motivation, emotion, and characteristics should be considered in different learning situations by the teachers. The teachers play a significant role as facilitators in language learning so, the way the learners learn should always be as a matter of concerns for them. The findings of this study indicate that a significant number of EFL teachers perceive grammar as the most important component of language learning. The majority of participants expressed the belief that grammar is best learned within the context of communication, rejecting the notion that language acquisition is solely reliant on memorizing grammar rules. This aligns with previous research by Burgess \u0026amp; Etherington (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2002\u003c/span\u003e) and Siahpoosh et al. (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), which emphasizes the role of grammar in language learning. The data collected in this study also revealed that teachers tended to teach grammar explicitly to adult learners, while preferring indirect and implicit teaching methods for children. Furthermore, the findings suggest that young learners benefit from exposure to comprehensible input, similar to the natural approach.\u003c/p\u003e \u003cp\u003eThese results are consistent with previous studies by Siahpoosh et al. (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), which show teachers' preference for direct grammar explanations based on their belief in the effectiveness of this approach in correcting errors and meeting learners' needs. Additionally, this study found that the majority of teachers agreed with students' expectations for explicit grammar instruction, which they believed was necessary to cover the required curriculum content. While the findings of this study support both inductive and deductive approaches to teaching grammar, they contradict the findings of Ellis (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) and Uysal and Bradakcis (2014) regarding the optimal instructional approach.\u003c/p\u003e \u003cp\u003eThe research concludes that the most effective approaches for teaching grammar are those that allow learners to use grammar naturally within a meaningful context and through extensive exposure. The study also acknowledges the challenges faced by teachers in implementing natural approaches in contexts lacking exposure to English-speaking tourists or native speakers. Consequently, teachers may resort to alternative approaches such as the Grammar Translation Method and traditional structure-based grammar instruction, while still prioritizing the Communicative Language Teaching (CLT) approach. To address these inconsistencies, it is crucial for all stakeholders to collaborate and establish a consensus for effectively meeting learners' needs, particularly with regards to grammar instruction.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that there is no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eResearch ethics approval was obtained by the Institutional Review Board of Azad university south branch Tehran, Iran.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAl-Mekhlafi, A. \u0026amp; Nagaratnam, R. (2011). 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Approaches and procedures for teaching grammar. \u003cem\u003eEnglish Teaching: Practice \u0026amp;Critique\u003c/em\u003e (University of Waikato), \u003cem\u003e5\u003c/em\u003e(1), 122-141.\u003c/li\u003e\n\u003cli\u003eZacharias, N. T. (2005). Teachers\u0026rsquo; beliefs about internationally published materials: A survey of tertiary English teachers in Indonesia. \u003cem\u003eRELC Journal\u003c/em\u003e, \u003cem\u003e36\u003c/em\u003e, 23-38.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Beliefs in grammar learning, Grammar intervention, Teachers' perception","lastPublishedDoi":"10.21203/rs.3.rs-3909398/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3909398/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eDespite the agreement and progress made in researching the importance of teaching grammar and its role in language learning, certain aspects within this field have not received adequate attention from experts and researchers, leading to a knowledge gap. This study aims to examine EFL teachers' perceptions of grammar interventions in their classes and how these perceptions influence their teaching methods. The research seeks to explore the strategies and challenges faced by teachers involved in teaching grammar. To achieve this, a descriptive research design via quantitative method was implemented. Data was collected through a close-ended questionnaire to reveal teachers' beliefs and perceptions about grammar teaching and learning. A total of 102 EFL teachers, comprising of 73 females and 29 males from different universities in Tehran, Iran, participated in the study. The findings indicated that teachers' perception of grammar is aligned with their learning experiences and understanding. The teachers employed a variety of tactics and techniques to effectively teach grammar, taking into account the factors such as learners' needs, learning styles, professional levels, and other relevant considerations based on their beliefs. Consequently, the teachers had to adapt their teaching methods and approaches based on the specific needs of their learners. The findings highlighted the necessity of grammar in language learning and underscore the importance of learner-centered approaches, learner involvement, and the innovation of teaching methods in grammar instruction according to their perceptions.\u003c/p\u003e","manuscriptTitle":"Grammar Intervention and Its Influence on EFL Teachers' Classroom Practices: An Investigation into Teachers' Perceptions","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-01-30 12:26:18","doi":"10.21203/rs.3.rs-3909398/v1","editorialEvents":[{"type":"communityComments","content":1}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"193783a9-b5c8-491a-ae3d-bfbd9a608885","owner":[],"postedDate":"January 30th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":28441025,"name":"Educational Philosophy and Theory"},{"id":28441026,"name":"Special Education"}],"tags":[],"updatedAt":"2024-01-30T12:26:18+00:00","versionOfRecord":[],"versionCreatedAt":"2024-01-30 12:26:18","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-3909398","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-3909398","identity":"rs-3909398","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}