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Research Article |

EFL Teachers’ Cognitions and Practices in Grammar Teaching: A Qualitative Multiple Case Study from Niger

This study examined EFL teachers’ cognitions and practices of grammar teaching in Niger. The purpose of the study was to understand the beliefs held by EFL teachers about grammar teaching and the extent to which they put those beliefs into practice. The study also proposed to understand the contextual factors that affect those beliefs and classroom practices. The study was designed based on a qualitative multiple-case study framework, and four EFL teachers from four different schools constituted the main cases. Data were collected and triangulated through pre-observation interviews, classroom observations, and post-observation interviews. These procedures were implemented in a way the first led to the second, and the latter to the last. Afterward, thematic analysis procedures were used to generate understanding from the data. Findings revealed that most of the teachers consider grammar as an important pillar in teaching English. Most importantly, the study demonstrated the predominance of deductive approaches, mainly through the use of Grammar Translation in almost all the classes observed. It also highlighted compliance and mismatches between teachers’ beliefs and the way they teach grammar. Moreover, insights are indicative of multiple factors that affect teachers’ beliefs and practices. Those factors include students’ low proficiency, negative attitudes toward learning English, large classes, curricular requirements, and teachers’ previous learning experiences. These findings confirm the need for teacher education programs and systems to work towards monitoring teachers’ beliefs and knowledge in order to ensure compliance with the communicative approaches required by the national curriculum.

Teacher Cognition, English Grammar, EFL, ELT

Hamissou Ousseini. (2023). EFL Teachers’ Cognitions and Practices in Grammar Teaching: A Qualitative Multiple Case Study from Niger. Education Journal, 12(5), 240-248.

Copyright © 2023 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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