Toprak Yıldız, Tuğba Elif2023-03-222023-03-2220192148-225Xhttps://hdl.handle.net/20.500.14034/1059https://search.trdizin.gov.tr/yayin/detay/336541This mixed-methods study investigated a hundred university EFL teachers’ beliefs aboutseveral issues in grammar teaching. Teachers’ beliefs about these issues such as the explicitand implicit teaching of grammar, its integration with other language skills, and the role of ateacher in grammar teaching were elicited by means of a questionnaire. Furthermore, semistructuredinterviews were conducted with ten volunteer teachers to obtain more in-depthinformation about teachers’ reported beliefs. These results were analyzed by using thedescriptive statistics and in-vivo coding. The findings of the study demonstrated that mostteachers believed in the centrality of grammar instruction to helping language learners attain asubstantial proficiency in English. Moreover, it was found that most teachers favored aninductive, integrative and communicative approach to grammar teaching. Although teachers’reported beliefs were, overall, in harmony with the literature on grammar teaching, there wereno hints suggesting that teachers were aware of grammar theories or their beliefs were basedon SLA/grammar literature. The findings indicated that the distinction between pedagogicaldichotomies proposed in the literature seemed to blur in the practice since teachers frequentlyreferred to personal and contextual features as the main factors shaping their beliefs andpractices.eninfo:eu-repo/semantics/openAccessArticle61205221336541