L2 research, during the last two decades, has almost abandoned studying appropriacy of methodologies and techniques to focus more on the underlying derives for teachers’ pedagogical decision makings inside the class. Borg’s (2003) ideas of the role of teachers’ cognition in their adaptation and adoptation of teaching techniques and activities have noticeably influenced L2 professional research community. This study, in line with the recent trend, is designed and conducted to elicit EFL teachers’ grammar teaching cognition to have more comprehensive accounts of teachers’ behaviors in the class. In so doing, a Likert scale 25-item questionnaire developed by Naashia (2006) was administered to 177 Iranian EFL teachers. The results indicated that EFL teachers are currently more inclined toward communicative focus on grammar in which grammar instruction is marginalized to have learners naturally act out linguistics rules while performing communicative tasks. پرونده مقاله

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. پرونده مقاله