EFL Teachers’ Beliefs about Grammar and Grammar Teaching: A Case Study of a Language Institute at a Thai University

By Kittitouch Soontornwipast.

Published by The Humanities Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The role of grammar and grammar teaching in an EFL class has been controversial. The beliefs of English native speaking teachers teaching in an EFL context about grammar and the influence of such beliefs on their classroom practices remain relatively unexplored. This study aimed to investigate beliefs of English native speaking teachers at a Thai university about grammar and grammar teaching. It also examined their actual classroom practices of teaching grammar. For data collection, multiple methods were used including questionnaires and classroom observations. Areas where practices converged with or diverged from beliefs were identified and discussed. Factors affecting the teachers’ classroom practices were also investigated.

Keywords: Grammar, Grammar Teaching, EFL Teachers

International Journal of the Humanities, Volume 8, Issue 8, pp.143-152. Article: Print (Spiral Bound). Article: Electronic (PDF File; 592.678KB).

Dr. Kittitouch Soontornwipast

Vice Director for Planning and International Affairs, Language Institute, Thammasat University, Bangkoknoi, Bangkok, Thailand

Kittitouch Soontornwipast is assistant professor at the Language Institute of Thammasat University. He obtained his MA in Teaching English to Speakers of Other Langauges (TESOL) at California State University, Los Angeles in 1995. He obtained his Doctor of Education in Professional Development at Victoria University, Australia in 2008. His academic interests are English program evaluation, teaching English for specific purposes, autonomous learning, instructional media, and Action Research for English teachers.He has had experiences in training primary and secondary English teachers.


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