Exploring english teachers' beliefs and classroom practices to teach grammar at the high school level of a non-bilingual school in Monteria
Despite research about grammar teaching and its diverse methods and approaches have been widely addressed in terms of the acquisition of English as a foreign language, the relationship between teachers’ beliefs and their teaching practices to teach grammar in non-bilingual contexts has been relative...
- Autores:
-
Galindo Zabaleta, Jesús Alberto
- Tipo de recurso:
- Fecha de publicación:
- 2025
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/9610
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/9610
https://repositorio.unicordoba.edu.co/
- Palabra clave:
- Gramática
Creencias
Enseñanza de la gramática
Prácticas de aula
Grammar
Beliefs
Grammar teaching
Classroom practices
- Rights
- embargoedAccess
- License
- Copyright Universidad de Córdoba, 2025
| id |
UCORDOBA2_9455c9753972c863a216555b2b183464 |
|---|---|
| oai_identifier_str |
oai:repositorio.unicordoba.edu.co:ucordoba/9610 |
| network_acronym_str |
UCORDOBA2 |
| network_name_str |
Repositorio Institucional Unicórdoba |
| repository_id_str |
|
| dc.title.none.fl_str_mv |
Exploring english teachers' beliefs and classroom practices to teach grammar at the high school level of a non-bilingual school in Monteria |
| title |
Exploring english teachers' beliefs and classroom practices to teach grammar at the high school level of a non-bilingual school in Monteria |
| spellingShingle |
Exploring english teachers' beliefs and classroom practices to teach grammar at the high school level of a non-bilingual school in Monteria Gramática Creencias Enseñanza de la gramática Prácticas de aula Grammar Beliefs Grammar teaching Classroom practices |
| title_short |
Exploring english teachers' beliefs and classroom practices to teach grammar at the high school level of a non-bilingual school in Monteria |
| title_full |
Exploring english teachers' beliefs and classroom practices to teach grammar at the high school level of a non-bilingual school in Monteria |
| title_fullStr |
Exploring english teachers' beliefs and classroom practices to teach grammar at the high school level of a non-bilingual school in Monteria |
| title_full_unstemmed |
Exploring english teachers' beliefs and classroom practices to teach grammar at the high school level of a non-bilingual school in Monteria |
| title_sort |
Exploring english teachers' beliefs and classroom practices to teach grammar at the high school level of a non-bilingual school in Monteria |
| dc.creator.fl_str_mv |
Galindo Zabaleta, Jesús Alberto |
| dc.contributor.advisor.none.fl_str_mv |
Sagre Barboza, Ana María Aguas Castillo, Pedro Pablo |
| dc.contributor.author.none.fl_str_mv |
Galindo Zabaleta, Jesús Alberto |
| dc.contributor.jury.none.fl_str_mv |
Lorduy Arellano, Danilza Jeréz Rodríguez, Sonia |
| dc.subject.proposal.spa.fl_str_mv |
Gramática Creencias Enseñanza de la gramática Prácticas de aula |
| topic |
Gramática Creencias Enseñanza de la gramática Prácticas de aula Grammar Beliefs Grammar teaching Classroom practices |
| dc.subject.keywords.eng.fl_str_mv |
Grammar Beliefs Grammar teaching Classroom practices |
| description |
Despite research about grammar teaching and its diverse methods and approaches have been widely addressed in terms of the acquisition of English as a foreign language, the relationship between teachers’ beliefs and their teaching practices to teach grammar in non-bilingual contexts has been relatively underexplored. Therefore, this case study aims to explore the beliefs of two secondary-level English teachers regarding grammar instruction as well as the classroom practices they employ. To achieve this goal, qualitative methods were employed, data was collected through semi-structured interviews, classroom observation sessions and document analysis, including lesson plans, tests and rubrics to assess grammar tasks, which gave accounts of how some of the teachers’ beliefs are reflected when planning, teaching and assessing grammar in their English classes. Findings reveal that, for both teachers, gramar plays a crucial role in English language teaching and it was significant in their own foreign language learning process, which has influenced their current grammar teaching practices. Furthermore, various practices implemented by both teachers reflect some of their beliefs. The study concludes by confirming that conceived beliefs may shape teachers’ decision making when teaching; likewise, it proposes that future research should analyze more in depth about how these beliefs manifest in the classroom including a larger sample of participants. It also highlights the need for awareness of how contextual factors shape teaching beliefs and practices, which ultimately impact student learning outcomes. |
| publishDate |
2025 |
| dc.date.accessioned.none.fl_str_mv |
2025-11-11T02:38:46Z |
| dc.date.issued.none.fl_str_mv |
2025-11-10 |
| dc.date.available.none.fl_str_mv |
2026-11-10 |
| dc.type.none.fl_str_mv |
Trabajo de grado - Maestría |
| dc.type.driver.none.fl_str_mv |
info:eu-repo/semantics/masterThesis |
| dc.type.version.none.fl_str_mv |
info:eu-repo/semantics/acceptedVersion |
| dc.type.content.none.fl_str_mv |
Text |
| dc.type.redcol.none.fl_str_mv |
http://purl.org/redcol/resource_type/TM |
| status_str |
acceptedVersion |
| dc.identifier.uri.none.fl_str_mv |
https://repositorio.unicordoba.edu.co/handle/ucordoba/9610 |
| dc.identifier.instname.none.fl_str_mv |
Universidad de Córdoba |
| dc.identifier.reponame.none.fl_str_mv |
Repositorio Universidad de Córdoba |
| dc.identifier.repourl.none.fl_str_mv |
https://repositorio.unicordoba.edu.co/ |
| url |
https://repositorio.unicordoba.edu.co/handle/ucordoba/9610 https://repositorio.unicordoba.edu.co/ |
| identifier_str_mv |
Universidad de Córdoba Repositorio Universidad de Córdoba |
| dc.language.iso.none.fl_str_mv |
eng |
| language |
eng |
| dc.relation.references.none.fl_str_mv |
Ahmad, I., & Nasim, S. M. (2024). Cognitive contradictions in EFL teachers’ grammar teaching: Exploring practices and perceptions. Language Teaching Research Quarterly, 42, 226–242. AlAbri, S., Mirza, C., Bellalem, F., & Forouzani, M. (2022). Teachers’ beliefs about grammar teaching within a context of Omani secondary schools. Arab World English Journal, 13(2), 401–411. https://dx.doi.org/10.24093/awej/vol13no2.27 Alghanmi, B., & Shukri, N. (2016). The relationship between teachers’ beliefs of grammar instruction and classroom practices in the Saudi context. English Language Teaching, Canadian Center of Science and Education, 9(7), 1–70. Allen, R. L. (2022). Instructional, social, and institutional factors affecting teachers’ application of technology in L2 secondary Spanish classrooms (Doctoral dissertation, Texas A&M University). Bandura, A. (1986). Social Foundations of Thought and Theory: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall. https://psycnet.apa.org/record/1985-98423-000 Borelli, G. (2018). EFL teachers’ beliefs about grammar teaching [Unpublished research manuscript]. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Braun, V., & Clarke, V. (2021). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Counselling and Psychotherapy Research, 21, 37–47. https://doi.org/10.1002/capr.12360 Buendía, X. P., & Macías, D. F. (2019). The professional development of English language teachers in Colombia: A review of the literature. Colombian Applied Linguistics Journal, 21(1), 98– 111. Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge. Calhoun, Z. G. (2024). Third and fourth grade teachers’ perceptions and experiences about the writing process. Walden Dissertations and Doctoral studies. 15593. https://scholarworks.waldenu.edu/dissertations/15593 Canli, S., & Demirtaş, H. (2024). Pre-service teachers evaluate mentors and teaching practice schools using metaphors. Journal of Global Education and Research, 8(1), 82–102. https://doi.org/10.5038/2577-509X.8.1.1325 Cardoza Aguirre, A. G. (2024). In-service teachers’ beliefs regarding ELT materials. 10.57998/bdigital/handle.001.2862 Clark, T., & Yu, G. (2022). Test preparation pedagogy for international study: Relating teacher cognition, instructional models and academic writing skills. Language Teaching Research. https://doi.org/10.1177/13621688211072381 Creswell, J. (2012). Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson. Croker, R., & Heigham, J. (2009). Qualitative research in applied linguistics: A practical introduction. Palgrave Macmillan. DeKeyser, R. (2005). What makes learning second-language grammar difficult? A review of issues. Studies in Second Language Acquisition, 27(4), 529-570. deMarrais, K., & Lapan, S. (2004). Foundations for research: Methods of inquiry in education and the social sciences. Lawrence Erlbaum Associates. Demir, S., & Erdogan, A. (2018). The role of teaching grammar in first language education. European Journal of Educational Research, 7(1), 87–101. Denzen, N., & Lincoln, Y. (2018). The SAGE handbook of qualitative research (5th ed.). SAGE. Denzin, N. K., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research. Sage Publications. Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83–107. Fajardo Castañeda, J. A., & Miranda Montenegro, I. R. (2015). The paradox of the practicum: Affinity to and resistance towards teaching. Íkala, Revista de Lenguaje y Cultura, 20(3), 239– 341. Frøisland, F. O., Fossumstuen, S. G., & Calafato, R. (2023). Explicit grammar instruction in the EFL classroom: Studying the impact of age and gender. International Review of Applied Linguistics in Language Teaching. Advance online publication. https://doi.org/[completar] Fusch, G., Fusch, P., & Ness, L. (2018). Denzin’s paradigm shift: Revisiting triangulation in qualitative research. Walden University, LLC, Minneapolis, MN. Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Allyn & Bacon. Gao, Y. (2014). Language teacher beliefs and practices: A historical review. Journal of English as an International Language, 9(2), 40–56. Ghafar, N. M. H. A., Rahmam, S., & Rahman, S. F. A. (2019–2023). The efficacy of the eclectic approach on students’ language performance in ESL/EFL classrooms: An overview. Glisan, E. W., & Donato, R. (2017). Enacting the work of language instruction: Highleverage teaching practices. The American Council on the Teaching of Foreign Languages. Glisan, E. W., & Donato, R. (2021). Enacting the work of language instruction: Highleverage teaching practices [Vol. 2]. The American Council on the Teaching of Foreign Languages. Gozdawa-Gołębiowski, R., Foryś-Nogala, M., & Walenta, M. (2024). Investigating Polish EHE teachers’ practices and beliefs: A survey-based analysis. Journal of English for Academic Purposes, 68, 101354. https://doi.org/10.1016/j.jeap.2024.101354 Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press. Koşar, G., & Doğan-Dolapçıoğlu, S. (2021). An inquiry into EFL teachers’ beliefs concerning effective teaching, student learning and development. Journal of Pedagogical Research, 5(3), 221-234. https://doi.org/10.33902/JPR.2021371747 Latifah, N. W. (2023). Inductive and deductive approaches to teaching grammar for young learners at elementary school in East Lombok: A teacher’s perspective and practice. International Journal of Multicultural and Multireligious Understanding, 10(10), 69–77. Lewis, M. (1993). The lexical approach: the state of ELT and the way forward. Hove, England: Language Teaching Publications. Li, C., & Xu, J. (2023). The sustainability of form-focused instruction in classrooms: Chinese secondary school EFL teachers’ beliefs and practices. Sustainability, 15(7), 6109. Liu, Q., Çolak, F. Z., & Agirdag, O. (2021). Teachers’ beliefs and practices in culturally diverse schools: An empirical study in Southwest China. Teachers and Teaching, 27(7), 672–695. Lopez, A., Martinez, J., Jiménez, D., Perez, É., & Mateo, V. (2019). How we teach grammar: An exploratory study on how Dominican teachers deal with grammar teaching. MEXTESOL Journal, 43(4), 1–18. Lőrincz, M. (2023). EFL student teachers’ beliefs about language teaching approaches and instructional practices. Electronic Journal of Foreign Language Teaching, 20(2), 167–192. Mahmood, M., Aziz, S., & Bibi, M. (2023). Effects of teaching practice in shaping prospective teachers’ professional identities: Comparative analysis. Journal of Education and Educational Development, 10(1), 72–94. https://doi.org/10.22555/joeed.v10i1.731 Mamad, A., & Vígh, T. (2023). Moroccan EFL public university instructors’ perceptions and self- reported writing practices. Heliyon, 9(5). Méndez, I., & Zamarro, G. (2025). Teaching practices and the persistence of school-entry age effects. EdWorkingPaper No. 25-1205. Annenberg Institute at Brown University. https://doi.org/10.26300/38r9-ge75 Merisi, P. O., & Pillay, A. (2020). Exploring pre-service teachers’ beliefs about teaching and learning grammar: Implications for teacher education. Journal of Education (University of KwaZulu-Natal), (79), 31–46. Merriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass. Nazari, M., Boustani, A., & Sheikhi, M. (2022). A case study of the impact of a teacher education course on two Iranian EFL teachers’ beliefs and practices about grammar teaching. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), 13. Nespor, J. (1987) The Role of Beliefs in the Practice of Teaching. Journal of Curriculum Studies, 19, 317-328. http://dx.doi.org/10.1080/0022027870190403 Njiku, J. (2024). Student teachers’ experiences as mentees during the teaching practice in Rwanda. Australian Journal of Teacher Education, 49(6), 21–35. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 Patton, M. (1990). Qualitative evaluation and research methods. Sage. Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380–390. Rahman, G., Ali, S. S., & Iqbal, M. (2015) The Gap between English Language Teachers’ Beliefs and Practices. The Dialogue. Volume X, Number 3. Hazara University. Rahman, A. M. A., & Rashid, R. A. (2017). Explicit and implicit grammar instructions in higher learning institutions. English Language Teaching, 10(10), 92. Rao, P. S. (2018). Eclectic approach in English language teaching: A comprehensive study. Academicia: An International Multidisciplinary Research Journal, 8(10), 40–50. Richards, J. C. (2005). Professional development for language teachers: Strategies for teacher learning. Ernst Klett Sprachen. Roberts, T. G., Harder, A., & Benge, M. (2024). Adult teaching practices of exemplary extension agents. Journal of Extension, 62(3), Article 22. https://open.clemson.edu/joe/vol62/iss3/22 Romero Muñoz, E., Decorte, R., & Dachet, D. (2024). Applying cognitive grammar to the count/mass distinction: Towards an ecological approach involving practitioners. In DGKL (Ed.), Conference proceedings of DGKL 2024 (pp. [xx–xx]). [Editorial/Asociación]. Sánchez Solarte, A. C., Obando Guerrero, G. V. (2008). Is Colombia ready for “bilingualism”? ¿Colombia está lista para el “bilingüismo”? Profile, (9), Jan.–June. Universidad de Nariño. Shirav, A., & Nagai, E. (2022). The effects of deductive and inductive grammar instructions in communicative teaching. English Language Teaching, 15(6), 102–123. Sundari, H. (2020). The eclectic approach on one-to-one teaching Indonesian for foreigners. Deiksis, 12(2), 150–163. https://doi.org/10.30998/deiksis.v12i02.5917 Thabologo, F., Mogotsi, S. M., & Kesianye, S. K. (2025). An examination of teaching practice experiences for undergraduate students: A case study from Botswana. Asian Journal of Contemporary Education, 9(1), 70–81. https://doi.org/10.55493/5052.v9i1.5317 Uysal, H. H., & Bardakci, M. (2014). Teacher beliefs and practices of grammar teaching: Focusing on meaning, form, or forms? South African Journal of Education, 34(1), 1– 16. http://www.sajournalofeducation.co.za Valeo, A. (2025). “If you fake it, they will know”: ESL teachers’ challenges and perspectives on teaching grammar. TESL Canada Journal, 42(1), 1–20. https://doi.org/10.18806/tesl.v42i1/1417 Valledor, A., Olmedo, A., Hellín, C. J., Tayebi, A., Otón-Tortosa, S., & Gómez, J. (2023). The eclectic approach in English language teaching applications: A qualitative synthesis of the literature. Sustainability, 15(15), 11978. Varsat, A. K. (2023). English language teaching with deductive and inductive methods. English Language Teaching, 16(4), [xx–xx]. Wang, F. (2010). The necessity of grammar teaching. English Language Teaching, 3(2), 78–81. Wesely, P. M., Vyn, R., & Neubauer, D. (2024). Teacher beliefs about instructional approaches: Interrogating the notion of teaching methods. Language Teaching Research, 28(1), 29–51. Yin, R. (2014). Case study research: Design and methods (5th ed.). Sage. Yunus, W. N. M. W. M. (2020). A case study on the role of sociocultural factors in ESL pre-service teachers’ beliefs and practice. JEELS (Journal of English Education and Linguistics Studies), 7(2), 321–345. Zhang, L. J., & Sun, Q. (2022). Developing and validating the English teachers’ cognitions about grammar teaching questionnaire (TCAGTQ) to uncover teacher thinking. Frontiers in Psychology, 13, 880408. |
| dc.rights.none.fl_str_mv |
Copyright Universidad de Córdoba, 2025 |
| dc.rights.uri.none.fl_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| dc.rights.license.none.fl_str_mv |
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) |
| dc.rights.accessrights.none.fl_str_mv |
info:eu-repo/semantics/embargoedAccess |
| dc.rights.coar.none.fl_str_mv |
http://purl.org/coar/access_right/c_f1cf |
| rights_invalid_str_mv |
Copyright Universidad de Córdoba, 2025 https://creativecommons.org/licenses/by-nc-nd/4.0/ Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) http://purl.org/coar/access_right/c_f1cf |
| eu_rights_str_mv |
embargoedAccess |
| dc.format.mimetype.none.fl_str_mv |
application/pdf |
| dc.publisher.none.fl_str_mv |
Universidad de Córdoba |
| dc.publisher.faculty.none.fl_str_mv |
Facultad de Educación y Ciencias Humanas |
| dc.publisher.place.none.fl_str_mv |
Montería, Córdoba, Colombia |
| dc.publisher.program.none.fl_str_mv |
Maestría en Enseñanza del Inglés |
| publisher.none.fl_str_mv |
Universidad de Córdoba |
| institution |
Universidad de Córdoba |
| bitstream.url.fl_str_mv |
https://repositorio.unicordoba.edu.co/bitstreams/465717d5-a113-4dbe-be27-48c089293bce/download https://repositorio.unicordoba.edu.co/bitstreams/8ad0e75e-273d-40cb-95f7-549f32f1bac3/download https://repositorio.unicordoba.edu.co/bitstreams/1bb5dc8d-da9b-4061-a3a9-8500b7f50b5c/download https://repositorio.unicordoba.edu.co/bitstreams/8c29c049-cd5d-4838-8377-7445b28ab70a/download https://repositorio.unicordoba.edu.co/bitstreams/98678463-a814-4e6b-8471-0d81e83b90b3/download https://repositorio.unicordoba.edu.co/bitstreams/c07cf1df-8460-4076-bb84-9600cfa32d5f/download https://repositorio.unicordoba.edu.co/bitstreams/586599a1-9d0e-478d-bd4b-1e1c343fe35e/download |
| bitstream.checksum.fl_str_mv |
b76e7a76e24cf2f94b3ce0ae5ed275d0 5c74bfff6f624530037a9e88fb10209b c782454f0791789734cb162e5b510d4d 45794afad985057fb9f3b5ff794aec33 471f0299b3bed3b6578c2b239dbf2703 ee98ad8d6e22f72ef3b935b398f16b40 e396681015bf98ee21fedde5b57ef229 |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 MD5 MD5 |
| repository.name.fl_str_mv |
Repositorio institucional Universidad de Córdoba |
| repository.mail.fl_str_mv |
bdigital@metabiblioteca.com |
| _version_ |
1849968360096268288 |
| spelling |
Sagre Barboza, Ana MaríaAguas Castillo, Pedro PabloGalindo Zabaleta, Jesús AlbertoLorduy Arellano, DanilzaJeréz Rodríguez, Sonia2025-11-11T02:38:46Z2026-11-102025-11-10https://repositorio.unicordoba.edu.co/handle/ucordoba/9610Universidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.co/Despite research about grammar teaching and its diverse methods and approaches have been widely addressed in terms of the acquisition of English as a foreign language, the relationship between teachers’ beliefs and their teaching practices to teach grammar in non-bilingual contexts has been relatively underexplored. Therefore, this case study aims to explore the beliefs of two secondary-level English teachers regarding grammar instruction as well as the classroom practices they employ. To achieve this goal, qualitative methods were employed, data was collected through semi-structured interviews, classroom observation sessions and document analysis, including lesson plans, tests and rubrics to assess grammar tasks, which gave accounts of how some of the teachers’ beliefs are reflected when planning, teaching and assessing grammar in their English classes. Findings reveal that, for both teachers, gramar plays a crucial role in English language teaching and it was significant in their own foreign language learning process, which has influenced their current grammar teaching practices. Furthermore, various practices implemented by both teachers reflect some of their beliefs. The study concludes by confirming that conceived beliefs may shape teachers’ decision making when teaching; likewise, it proposes that future research should analyze more in depth about how these beliefs manifest in the classroom including a larger sample of participants. It also highlights the need for awareness of how contextual factors shape teaching beliefs and practices, which ultimately impact student learning outcomes.A pesar de que el estudio de la enseñanza de la gramática, y sus diversos métodos y enfoques ha sido ampliamente abordado en relación con la adquisición del inglés como una lengua extranjera, la conexión entre las creencias de los docentes de inglés y sus prácticas para enseñar gramática en contextos no bilingües ha sido relativamente poco analizada. Por lo tanto, este estudio de casos explora las creencias de dos docentes de inglés de media académica sobre la enseñanza de la gramática, así como las prácticas de aula que emplean. Para alcanzar este objetivo, se emplearon métodos cualitativos y se recolectaron datos a través de entrevistas semiestructuradas, observaciones de clases y análisis de documentos tales como planes de clase, evaluaciones y rúbricas que dieron detalles de cómo se reflejan algunas creencias de estos docentes cuando planean, enseñan y evalúan gramática en sus clases de inglés. Los resultados muestran que para ambos docentes la gramática juega un rol crucial en la enseñanza del inglés y fue importante en su proceso de aprendizaje de esta lengua extranjera lo cual ha influido en sus prácticas actuales para enseñar gramática. Asimismo, se evidencian diversas prácticas usadas por ambos docentes en las que se reflejan algunas de sus creencias. El estudio concluye proponiendo que futuras investigaciones realicen un análisis más profundo sobre cómo estas creencias se manifiestan en el aula incluyendo una muestra más amplia de participantes, también resalta la necesidad de conciencia sobre cómo los factores contextuales moldean las creencias y prácticas1. Introduction .................................................................................12. Theoretical framework .............................................................52.1 Conceptual framework .........................................................52.1.1 Beliefs .................................................................................62.1.2 Teaching Practices ..........................................................72.1.3 Grammar Teaching Practices........................................92.1.4 Procedures and Methodologies within Grammar Teaching Practices ......102.1.4.1 Focus-on-FormS..................................................................112.1.4.2 Focus-on-meaning ...............................................................112.1.4.3 Focus-on-form.....................................................................122.1.5 Grammar Teaching Practices and Beliefs.......................................122.1.6 Pedagogical Grammar in Practice ................................................132. 1.7 Methodological Balance..........................................................142.1.8 Professional Development (when teaching grammar) ........................152.1.9 Sociocultural Context...............................................................163. Literature review...........................................................................173.1 Theoretical-Methodological Tensions.............................................173.2 Professional Development and Teacher Training................................193.3 Influence of Teacher Experience and Instructional Preferences...............203.4 Sociocultural Influences on Teachers’ Beliefs and Practices...................213.5 Gap and contributions of my research.............................................244. Methods....................................................................................254.1 Research approach.....................................................254.2 Research design........................................................................264.3 Participants and context...............................................................274.4 Data collection procedure.............................................................294.4.1 Interviews.............................................................................294.4.2 Lesson observations............................................................304.4.3 Researcher’ and participants’ journals...........................304.4.4 Data analysis previous process.....................................314.5 Data analysis...........................................................................355. Findings....................................................................................405.1 The way teachers conceive grammar, their beliefs.............415.2 The way teachers present grammar..................................425.3 Grammar Teaching Practices observed in class.............466. Discussion.................................................................................507. Conclusions................................................................................538. References.................................................................................559. Appendixes................................................................................63MaestríaMagíster en Enseñanza del InglésTrabajos de Investigación y/o Extensiónapplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaMaestría en Enseñanza del InglésCopyright Universidad de Córdoba, 2025https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/embargoedAccesshttp://purl.org/coar/access_right/c_f1cfExploring english teachers' beliefs and classroom practices to teach grammar at the high school level of a non-bilingual school in MonteriaTrabajo de grado - Maestríainfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersionTexthttp://purl.org/redcol/resource_type/TMAhmad, I., & Nasim, S. M. (2024). Cognitive contradictions in EFL teachers’ grammar teaching: Exploring practices and perceptions. Language Teaching Research Quarterly, 42, 226–242.AlAbri, S., Mirza, C., Bellalem, F., & Forouzani, M. (2022). Teachers’ beliefs about grammar teaching within a context of Omani secondary schools. Arab World English Journal, 13(2), 401–411. https://dx.doi.org/10.24093/awej/vol13no2.27Alghanmi, B., & Shukri, N. (2016). The relationship between teachers’ beliefs of grammar instruction and classroom practices in the Saudi context. English Language Teaching, Canadian Center of Science and Education, 9(7), 1–70.Allen, R. L. (2022). Instructional, social, and institutional factors affecting teachers’ application of technology in L2 secondary Spanish classrooms (Doctoral dissertation, Texas A&M University).Bandura, A. (1986). Social Foundations of Thought and Theory: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall. https://psycnet.apa.org/record/1985-98423-000Borelli, G. (2018). EFL teachers’ beliefs about grammar teaching [Unpublished research manuscript].Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oaBraun, V., & Clarke, V. (2021). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Counselling and Psychotherapy Research, 21, 37–47. https://doi.org/10.1002/capr.12360Buendía, X. P., & Macías, D. F. (2019). The professional development of English language teachers in Colombia: A review of the literature. Colombian Applied Linguistics Journal, 21(1), 98– 111.Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge.Calhoun, Z. G. (2024). Third and fourth grade teachers’ perceptions and experiences about the writing process. Walden Dissertations and Doctoral studies. 15593. https://scholarworks.waldenu.edu/dissertations/15593Canli, S., & Demirtaş, H. (2024). Pre-service teachers evaluate mentors and teaching practice schools using metaphors. Journal of Global Education and Research, 8(1), 82–102. https://doi.org/10.5038/2577-509X.8.1.1325Cardoza Aguirre, A. G. (2024). In-service teachers’ beliefs regarding ELT materials. 10.57998/bdigital/handle.001.2862Clark, T., & Yu, G. (2022). Test preparation pedagogy for international study: Relating teacher cognition, instructional models and academic writing skills. Language Teaching Research. https://doi.org/10.1177/13621688211072381Creswell, J. (2012). Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.Croker, R., & Heigham, J. (2009). Qualitative research in applied linguistics: A practical introduction. Palgrave Macmillan.DeKeyser, R. (2005). What makes learning second-language grammar difficult? A review of issues. Studies in Second Language Acquisition, 27(4), 529-570.deMarrais, K., & Lapan, S. (2004). Foundations for research: Methods of inquiry in education and the social sciences. Lawrence Erlbaum Associates.Demir, S., & Erdogan, A. (2018). The role of teaching grammar in first language education. European Journal of Educational Research, 7(1), 87–101.Denzen, N., & Lincoln, Y. (2018). The SAGE handbook of qualitative research (5th ed.). SAGE.Denzin, N. K., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research. Sage Publications.Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83–107.Fajardo Castañeda, J. A., & Miranda Montenegro, I. R. (2015). The paradox of the practicum: Affinity to and resistance towards teaching. Íkala, Revista de Lenguaje y Cultura, 20(3), 239– 341.Frøisland, F. O., Fossumstuen, S. G., & Calafato, R. (2023). Explicit grammar instruction in the EFL classroom: Studying the impact of age and gender. International Review of Applied Linguistics in Language Teaching. Advance online publication. https://doi.org/[completar]Fusch, G., Fusch, P., & Ness, L. (2018). Denzin’s paradigm shift: Revisiting triangulation in qualitative research. Walden University, LLC, Minneapolis, MN.Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Allyn & Bacon.Gao, Y. (2014). Language teacher beliefs and practices: A historical review. Journal of English as an International Language, 9(2), 40–56.Ghafar, N. M. H. A., Rahmam, S., & Rahman, S. F. A. (2019–2023). The efficacy of the eclectic approach on students’ language performance in ESL/EFL classrooms: An overview.Glisan, E. W., & Donato, R. (2017). Enacting the work of language instruction: Highleverage teaching practices. The American Council on the Teaching of Foreign Languages.Glisan, E. W., & Donato, R. (2021). Enacting the work of language instruction: Highleverage teaching practices [Vol. 2]. The American Council on the Teaching of Foreign Languages.Gozdawa-Gołębiowski, R., Foryś-Nogala, M., & Walenta, M. (2024). Investigating Polish EHE teachers’ practices and beliefs: A survey-based analysis. Journal of English for Academic Purposes, 68, 101354. https://doi.org/10.1016/j.jeap.2024.101354Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press.Koşar, G., & Doğan-Dolapçıoğlu, S. (2021). An inquiry into EFL teachers’ beliefs concerning effective teaching, student learning and development. Journal of Pedagogical Research, 5(3), 221-234. https://doi.org/10.33902/JPR.2021371747Latifah, N. W. (2023). Inductive and deductive approaches to teaching grammar for young learners at elementary school in East Lombok: A teacher’s perspective and practice. International Journal of Multicultural and Multireligious Understanding, 10(10), 69–77.Lewis, M. (1993). The lexical approach: the state of ELT and the way forward. Hove, England: Language Teaching Publications.Li, C., & Xu, J. (2023). The sustainability of form-focused instruction in classrooms: Chinese secondary school EFL teachers’ beliefs and practices. Sustainability, 15(7), 6109.Liu, Q., Çolak, F. Z., & Agirdag, O. (2021). Teachers’ beliefs and practices in culturally diverse schools: An empirical study in Southwest China. Teachers and Teaching, 27(7), 672–695.Lopez, A., Martinez, J., Jiménez, D., Perez, É., & Mateo, V. (2019). How we teach grammar: An exploratory study on how Dominican teachers deal with grammar teaching. MEXTESOL Journal, 43(4), 1–18.Lőrincz, M. (2023). EFL student teachers’ beliefs about language teaching approaches and instructional practices. Electronic Journal of Foreign Language Teaching, 20(2), 167–192.Mahmood, M., Aziz, S., & Bibi, M. (2023). Effects of teaching practice in shaping prospective teachers’ professional identities: Comparative analysis. Journal of Education and Educational Development, 10(1), 72–94. https://doi.org/10.22555/joeed.v10i1.731Mamad, A., & Vígh, T. (2023). Moroccan EFL public university instructors’ perceptions and self- reported writing practices. Heliyon, 9(5).Méndez, I., & Zamarro, G. (2025). Teaching practices and the persistence of school-entry age effects. EdWorkingPaper No. 25-1205. Annenberg Institute at Brown University. https://doi.org/10.26300/38r9-ge75Merisi, P. O., & Pillay, A. (2020). Exploring pre-service teachers’ beliefs about teaching and learning grammar: Implications for teacher education. Journal of Education (University of KwaZulu-Natal), (79), 31–46.Merriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.Nazari, M., Boustani, A., & Sheikhi, M. (2022). A case study of the impact of a teacher education course on two Iranian EFL teachers’ beliefs and practices about grammar teaching. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), 13.Nespor, J. (1987) The Role of Beliefs in the Practice of Teaching. Journal of Curriculum Studies, 19, 317-328. http://dx.doi.org/10.1080/0022027870190403Njiku, J. (2024). Student teachers’ experiences as mentees during the teaching practice in Rwanda. Australian Journal of Teacher Education, 49(6), 21–35.Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307Patton, M. (1990). Qualitative evaluation and research methods. Sage.Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380–390.Rahman, G., Ali, S. S., & Iqbal, M. (2015) The Gap between English Language Teachers’Beliefs and Practices. The Dialogue. Volume X, Number 3. Hazara University.Rahman, A. M. A., & Rashid, R. A. (2017). Explicit and implicit grammar instructions in higher learning institutions. English Language Teaching, 10(10), 92.Rao, P. S. (2018). Eclectic approach in English language teaching: A comprehensive study. Academicia: An International Multidisciplinary Research Journal, 8(10), 40–50.Richards, J. C. (2005). Professional development for language teachers: Strategies for teacher learning. Ernst Klett Sprachen.Roberts, T. G., Harder, A., & Benge, M. (2024). Adult teaching practices of exemplary extension agents. Journal of Extension, 62(3), Article 22. https://open.clemson.edu/joe/vol62/iss3/22Romero Muñoz, E., Decorte, R., & Dachet, D. (2024). Applying cognitive grammar to the count/mass distinction: Towards an ecological approach involving practitioners. In DGKL (Ed.), Conference proceedings of DGKL 2024 (pp. [xx–xx]). [Editorial/Asociación].Sánchez Solarte, A. C., Obando Guerrero, G. V. (2008). Is Colombia ready for “bilingualism”? ¿Colombia está lista para el “bilingüismo”? Profile, (9), Jan.–June. Universidad de Nariño.Shirav, A., & Nagai, E. (2022). The effects of deductive and inductive grammar instructions in communicative teaching. English Language Teaching, 15(6), 102–123.Sundari, H. (2020). The eclectic approach on one-to-one teaching Indonesian for foreigners. Deiksis, 12(2), 150–163. https://doi.org/10.30998/deiksis.v12i02.5917Thabologo, F., Mogotsi, S. M., & Kesianye, S. K. (2025). An examination of teaching practice experiences for undergraduate students: A case study from Botswana. Asian Journal of Contemporary Education, 9(1), 70–81. https://doi.org/10.55493/5052.v9i1.5317Uysal, H. H., & Bardakci, M. (2014). Teacher beliefs and practices of grammar teaching: Focusing on meaning, form, or forms? South African Journal of Education, 34(1), 1– 16. http://www.sajournalofeducation.co.zaValeo, A. (2025). “If you fake it, they will know”: ESL teachers’ challenges and perspectives on teaching grammar. TESL Canada Journal, 42(1), 1–20. https://doi.org/10.18806/tesl.v42i1/1417Valledor, A., Olmedo, A., Hellín, C. J., Tayebi, A., Otón-Tortosa, S., & Gómez, J. (2023). The eclectic approach in English language teaching applications: A qualitative synthesis of the literature. Sustainability, 15(15), 11978.Varsat, A. K. (2023). English language teaching with deductive and inductive methods. English Language Teaching, 16(4), [xx–xx].Wang, F. (2010). The necessity of grammar teaching. English Language Teaching, 3(2), 78–81.Wesely, P. M., Vyn, R., & Neubauer, D. (2024). Teacher beliefs about instructional approaches: Interrogating the notion of teaching methods. Language Teaching Research, 28(1), 29–51.Yin, R. (2014). Case study research: Design and methods (5th ed.). Sage.Yunus, W. N. M. W. M. (2020). A case study on the role of sociocultural factors in ESL pre-service teachers’ beliefs and practice. JEELS (Journal of English Education and Linguistics Studies), 7(2), 321–345.Zhang, L. J., & Sun, Q. (2022). Developing and validating the English teachers’ cognitions about grammar teaching questionnaire (TCAGTQ) to uncover teacher thinking. Frontiers in Psychology, 13, 880408.GramáticaCreenciasEnseñanza de la gramáticaPrácticas de aulaGrammarBeliefsGrammar teachingClassroom practicesPublicationLICENSElicense.txtlicense.txttext/plain; charset=utf-814837https://repositorio.unicordoba.edu.co/bitstreams/465717d5-a113-4dbe-be27-48c089293bce/downloadb76e7a76e24cf2f94b3ce0ae5ed275d0MD51falseAnonymousREADORIGINALGalindoZabaletaJesúsAlberto.pdfGalindoZabaletaJesúsAlberto.pdfapplication/pdf1321373https://repositorio.unicordoba.edu.co/bitstreams/8ad0e75e-273d-40cb-95f7-549f32f1bac3/download5c74bfff6f624530037a9e88fb10209bMD52trueAnonymousREAD2026-11-09Formato de autorización.pdfFormato de autorización.pdfapplication/pdf336477https://repositorio.unicordoba.edu.co/bitstreams/1bb5dc8d-da9b-4061-a3a9-8500b7f50b5c/downloadc782454f0791789734cb162e5b510d4dMD53falseTEXTGalindoZabaletaJesúsAlberto.pdf.txtGalindoZabaletaJesúsAlberto.pdf.txtExtracted texttext/plain102041https://repositorio.unicordoba.edu.co/bitstreams/8c29c049-cd5d-4838-8377-7445b28ab70a/download45794afad985057fb9f3b5ff794aec33MD54falseAnonymousREAD2026-11-09Formato de autorización.pdf.txtFormato de autorización.pdf.txtExtracted texttext/plain4571https://repositorio.unicordoba.edu.co/bitstreams/98678463-a814-4e6b-8471-0d81e83b90b3/download471f0299b3bed3b6578c2b239dbf2703MD56falseTHUMBNAILGalindoZabaletaJesúsAlberto.pdf.jpgGalindoZabaletaJesúsAlberto.pdf.jpgGenerated Thumbnailimage/jpeg6732https://repositorio.unicordoba.edu.co/bitstreams/c07cf1df-8460-4076-bb84-9600cfa32d5f/downloadee98ad8d6e22f72ef3b935b398f16b40MD55falseAnonymousREAD2026-11-09Formato de autorización.pdf.jpgFormato de autorización.pdf.jpgGenerated Thumbnailimage/jpeg14340https://repositorio.unicordoba.edu.co/bitstreams/586599a1-9d0e-478d-bd4b-1e1c343fe35e/downloade396681015bf98ee21fedde5b57ef229MD57falseucordoba/9610oai:repositorio.unicordoba.edu.co:ucordoba/96102025-11-11 04:01:55.601https://creativecommons.org/licenses/by-nc-nd/4.0/Copyright Universidad de Córdoba, 2025embargo2026-11-09https://repositorio.unicordoba.edu.coRepositorio institucional Universidad de Córdobabdigital@metabiblioteca.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 |