An Exploration of Students' Beliefs About Efl Grammar, Teaching and Learning, and Strategy Us: Grad 11 in Focus

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Addis Ababa University


There are complaints that students are attending higher institutions with serious EFL grammar deficit and weaker ability to use it accurately. This problem persists even while as well as after their college studies. Attempts to increase the level of their accuracy are partly limited by lack of empirical data regarding variables that underlie their beliefs, strategies and difficulties. The purpose of this study was to investigate learners' beliefs about EFL grammar, learning/teaching, and their strategy use. Data were obtained from 100 grade 11 students with Belief Strategy Questionnaire designed through literature review and unstructured interview. Four principal belief and strategy factors were identified: (a) Beliefs About Grammar; (b) Teaching/learning Beliefs; (c) Personal Strategy Use; and (d) Relationships Between Beliefs and Strategy Preferences., At the same time, it has been found out that: (a) the learners' view of grammar is chiefly the static / 'mechanic' one in contrast to the 'dynamic'/'organic' view; (b) their grammar teaching-learning beliefs are, greatly, of product-oriented. as opposed to process - and skill-oriented ones; (c) their personal strategy use is predominantly limited to learning grammar from product perspective In preference to process and skill perspectives; and ultimately (d) the factor analysis of the data has shown strong impacts of the learners' static/mechanic views of grammar in their teaching and learning strategy preference. These findings provide valuable information that can be used as the bases for developing appropriate programs and strategies that take into account the learners' beliefs, experiences, wants and difficulties.



Teaching and Learning