The Beliefs of Iraqi Kurdish EFL Teachers towards Integrating Grammar in EFL Classrooms

Abstract

Teaching grammar is an integral part of teaching language skills. Integrating grammar in teaching the skills is a new instructional way that can be used by EFL teachers in the Iraqi Kurdistan region whose beliefs are the focus of this paper. Therefore, the main aim is to explore the overall beliefs of the teachers towards the integrative grammar teaching and identify the differences, if any, between the beliefs of high school English teachers and English university teachers. To this end, the researcher adopts a survey to collect quantitative data from fifty Iraqi Kurdish EFL teachers as the study sample and then analyze the data using proper statistical analysis. The findings indicate that the teachers believe in integrating grammar in teaching language skills considerably. Both groups of high school and university teachers do not differ significantly in adopting the integration. The results imply that the teachers believe in using new ways to make grammar enjoyable and meaningful in communicative tasks. The teachers from both educational settings can come together in teaching projects as they have similar beliefs. Overall, the impact of these new insights can have wider implications as inform the language teaching practice that can be subject to further investigation