Assessing Teachers’ Beliefs and Awareness of Integrating Grammar and Teaching About the Reading

Abstract

Teachers’ beliefs in any field are thought to have a profound influence on their practical decision making. This study examines teachers’ beliefs and awareness of integrating grammar and reading in the  language teaching. Ten EFL teachers were observed for 1260 minutes and similar participants engaged on an  FGD to express their beliefs. The study also employed the third data gathering tools, the document review.  The result of this study reveals that teachers hold a positive beliefs about grammar and teaching about the reading in one way. Their awareness and techniques of making a link between grammar and  reading is too low in the other way. However, this came to show change and steadily growing after the intervention and training on integration of the skills. It is evident that the lack of awareness to integrate the grammar and reading and poor techniques highly affect teachers’ beliefs of grammar and teaching about the reading. The major finding reveals that improving teachers’ awareness to integrate grammar with reading at sentence, or paragraph or essay/text levels can enhance the teachers’ productivity.  Based on the finding this paper suggests that attempts should be made to  teach integratively either by using the existing text or by adapting the materials. Furthermore, teachers would be encouraged to foster the techniques to integrate grammar with reading. The curriculum designers should play their role since most of the existing reading texts failed to inspire the teachers to integrate the reading and grammar in the language class. Findings of the study may have important implications for EFL teachers and practitioners.

Keywords: Teachers’ beliefs and awareness, teaching grammar and reading,  integration

DOI: 10.7176/JEP/10-25-04

Publication date:September 30^th 2019