This article reports on the qualitative findings of a mixed methods study that investigated primary school teachers' beliefs, practices and choices of resources for teaching written grammar. Qualitative data were collected from Primary teachers in Western Australia through semi-structured interviews (n = 10) and analysed thematically. Although all…

This article draws on an online survey to collect data about the perceptions of Moroccan secondary school teachers of English in connection with their use of translation in English as a Foreign Language (EFL) teaching and learning settings. As in previous research on L1 (first language) use, this study emphasizes the unavoidability of translation…

Grammar instruction and its role in writing proficiency have been the subject of long-standing controversy in literacy instruction. While traditional grammar instruction has been proven ineffective, many teachers still implement this approach due to a familiarity with the method or an insecurity in their grammar knowledge. Research instead points…

Despite the substantial growth of research on teachers' beliefs and practices in the past decades, little research has examined the impact of teacher education on in-service teachers' grammar beliefs and practices. The present study aimed to fill part of this gap in relation to two Iranian novice EFL teachers. Data were collected before and after…

Studies on teachers' beliefs about vocabulary learning and teaching have focused, so far, on English as a second language (L2), or foreign language (FL), in different contexts but little attention has been given to other L2s and FLs. In this study, 15 Spanish L2 instructors at large universities were interviewed in order to better understand where…

Owing to the complex nature of the English Grammar, teachers of English language and linguistics face many challenges when teaching Grammar. Besides, it is difficult for students to master grammar structures though English teachers in Albania try hard to make grammar teaching as engaging as possible but through the traditional grammar teaching…

This article explores how leading textbook authors select and instruct vocabulary in beginner and intermediate Chinese textbooks used in the United States. Leading textbook authors were approached; subsequently; four authors completed interviews with pre-designed questions. Grounded theory methodology was used to analyse the interviews, and their…

Second language (L2) teaching is complex interactional work. Although how teachers teach is known to be significant to student engagement and learning, the specialized nature of teaching is typically represented as knowledge and beliefs about teaching. This is changing, however, as the number of studies drawing on ethnomethodology and conversation…

This study examines teaching about grammar and language use in secondary schools through a narrative lens. The author analyses narrative episodes in interviews with three secondary English language arts teachers in the USA to identify patterns in stories of teaching about language use. Findings show teachers with vastly different life experiences…

Educators, politicians, and scholars have been interested in English language education for many years. Despite the rising significance of English as a global language, there still needs to be agreement on the most effective techniques for teaching English language skills. Understanding the opinions and attitudes of English instructors towards…

This qualitative study delves into the innovative Bilingual Grammar Curriculum. The curriculum aims to enhance bilingualism and linguistic skills among deaf students by integrating American Sign Language instruction and written language grammatical structures. The researcher conducted in-depth interviews with 12 experienced educators of the deaf…

Teacher cognition shapes teachers' pedagogical decision-making and influences their teaching practices, including grammar instruction, even when their cognition and practices might be inconsistent. This study explores English language teachers' cognition regarding grammar instruction and analyses (in)consistencies in teacher cognition and…

This study explored the use of gamification when teaching Greek as a L2. It examined how Greek teachers in different schools in Cyprus use gamification and if it affects their students in learning. It explored their perceptions of the effects on student motivation and engagement. The study was of qualitative approach and semi-structured interviews…

This qualitative case study aimed to examine pre-service teachers' and teacher educators' interactions during their English grammar lessons via the WhatsApp platform. The Community of Inquiry (CoI) model was employed to categorize the WhatsApp interactions based on social, cognitive and teacher presences. Participants wrote their reflections for…

Form-focused instruction (FFI) can improve students' language output by enhancing form accuracy (Barrot, 2014; Mansouri et al., 2019; Schenck & Baldwin, 2019; Spada, 2014), while the identity theory looks at language learning and the relationship between the language learner and the larger social world (Norton, 2013). Given issues such as…