Language as a Medium of Grammar Instruction: Jordanian EFL Secondary-Stage Teachers’ Beliefs and Practices

Dima Mahmoud Al-Daoud, Ruba Fahmi Bataineh

Abstract


This study examines EFL teachers’ beliefs, practices, and the (mis)match between them in regard to the language used as a medium of grammar instruction. The participants are nine experienced female EFL secondary-stage Jordanian teachers. Data were collected through a mixed quantitative-qualitative descriptive-analytical approach. Teachers’ beliefs were investigated by a questionnaire, their practices via a classroom observation checklist, and the (mis)match between them was discussed during a focus group of teachers. The results showed that all teachers’ beliefs were matching their practices, a consistency that was attributed to contextual factors, students’ preferences, students’ language proficiency and teachers’ experiences as learners.


Keywords


grammar teaching; mother tongue; language as a medium of instruction; teachers’ beliefs; classroom practices

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References


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DOI: http://dx.doi.org/10.17951/lsmll.2023.47.3.81-91
Date of publication: 2023-11-08 11:50:21
Date of submission: 2023-01-04 20:03:00


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