Arab World English Journal (AWEJ) Volume 13. Number2.  June 2022                                         Pp.401-411

Full Paper PDF

Teachers’ Beliefs about Grammar Teaching within a Context of Omani
Secondary Schools

Said AlAbri
Ministry of Education, Oman 

Chahrazed Mirza
Department of Foreign Languages
University of Nizwa, Oman

 Fouzi Bellalem
Community College, Qatar 

Mohamed Forouzani
University of Nizwa, Oman


Received:1/6/2022        Accepted: 4/23/2022                           Published: 6/24/2022


The present qualitative case study investigated the beliefs and practices of six English language teachers in secondary schools in Oman about grammar instruction. To improve EFL education in Omani schools, the study sought to determine whether teachers’ beliefs and their grammar teaching practices were congruent. The study collected the data through classroom observations and interviews, and analysed the data using content analysis and Grounded theory to analyze the data. The findings showed that even though most teachers acknowledged the benefits of inductive grammar instruction, they favored deductive grammar instruction. Teachers attributed their classroom decisions to various factors such as students’ language proficiency, time constraints, and curriculum overload. In addition, the findings showed that teachers’ learning experiences shaped their decision-making and instructional practices. The lack of professional development training was another crucial factor that influenced their beliefs and grammar teaching practices. The study concluded that teachers in Oman required more individualized training sessions that could foster alternative beliefs and practices in favor of inductive grammar instruction.
Keywords: Deductive and Inductive grammar teaching, grammar practices, Omani secondary schools,
secondary school teachers’ beliefs

Cite as:  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.


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Received: 1/6/2022
Accepted: 4/23/2022
Published: 6/24/2022

Said Juma Al Abri is a Regional Supervisor of English Language at the Ministry of Education, Oman. I have been working in the field of Education for almost 21 years. His research interests include: English Language teaching methodologies

 Chahrazed Mirza is an assistant Professor of Education and Educational Technology. Currently, she is the Head of the Department of Foreign Languages at the University of Nizwa, Oman. Her research interests include: Online Education, Synchronous and Asynchronous language teaching environments, Multimodality, Socio-constructivism.

Fouzi Bellalem is an Assistant Professor of TESOL & Applied Linguistics. He holds a PhD in Applied Linguistics from King’s College London. He has previously taught Applied Linguistics, Sociolinguistics, TESOL, EAP and ESP in the United Kingdom, Saudi Arabia, and Oman. Currently he is Assistant Professor of TESOL at the Community College of Qatar. His research interests include: language policy and planning, language teachers’ beliefs and cognition, and the teaching of English for academic purposes in the MENA region.

Mohammad Forouzani is an Assistant Professor of Applied Linguistics. He earned BA and MA in English Literature and a Ph.D. in Applied Linguistics. He has published three poetry collections titled Inside out (2017, Olympia Publishers, UK), Out Inside (2019, Austin Macauley, UK), and A Louvre of Verse (2020, Beckham Publishing House, US) as well as individual poems in 18 different literary journals and magazines.