On the Relationship between Iranian EFL Teachers’ Grammar Teaching Beliefs and Their Professional Development
الموضوعات :Khalegh Setoodeh 1 , Esmaeil Jadidi 2 , Ehsan Rassaei 3
1 - phd candidate, Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Department of Foreign Languages, Shiraz Branch, Islamic Azad
University, Shiraz, Iran
3 - Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran
الکلمات المفتاحية: Teachers’ grammar beliefs, Teachers’ professional development, Self-regulated teachers, Other-regulated teachers,
ملخص المقالة :
L2 research, during the last two decades, has almost abandoned studying the appropriacy of methodologies and techniques to focus more on the underlying derives for teachers’ pedagogical decision makings inside the class. This study, in line with the recent trend, is designed and conducted to determine the relationship between Iranian EFL teachers’ grammar teaching beliefs and their professional development. In so doing, a Likert scale 24-item grammar belief questionnaire developed by Mohamed (2006) and a professional development questionnaire developed by Jadidi and Bagheri (2014) were administered to 177 Iranian EFL teachers. The quantitative data were analyzed through descriptive statistics. The results revealed that teachers are currently more inclined toward communicative based activities which focus on grammar instruction in their classroom. Finally, the results showed that Iranian EFL teachers are professionally self-regulated.
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