10.57647/jals.2025.0501.05

Aligning Pedagogical Beliefs with Teaching Practices in Grammar Intervention

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  • Mohammad Sadegh Ghalibafan1,
  • Shadab Jabbarpoor*2,
  1. Department of English Language, Tehran South Branch, Islamic Azad university, Tehran, Iran
  2. Department of English Language, Garmsar Branch, Islamic Azad University, Garmsar, Iran

Received: 2025-04-04

Revised: 2025-06-15

Accepted: 2025-07-24

Published in Issue 2025-09-30

Copyright (c) 2025 Mohammad Sadegh Ghalibafan, Shadab Jabbarpoor (Author)

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Ghalibafan, M. S., & Jabbarpoor, S. (2025). Aligning Pedagogical Beliefs with Teaching Practices in Grammar Intervention. Journal of Applied Linguistics Studies, 5(1). https://doi.org/10.57647/jals.2025.0501.05
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Abstract

This study examines the key factors that influence language learning, with a specific focus on grammar instruction. Using a qualitative research design, semi-structured interviews were conducted with 15 experienced language instructors from the South Tehran Branch of Azad University. Participants were selected through purposive sampling until theoretical saturation was achieved. The data were analyzed through thematic analysis, following a three-stage process: identifying basic themes, organizing these into broader categories, and developing overarching themes. The analysis identified six main dimensions impacting grammar instruction: teaching experience, academic background, educational beliefs, instructional approaches, feedback mechanisms, and personal beliefs. These factors significantly shape the strategies instructors adopt when teaching grammar. The findings indicate that the interplay between instructors' experiences and their educational and personal beliefs plays a crucial role in shaping their instructional practices. The proposed cognitive model enhances the understanding of grammar instruction by providing a framework that aligns instructional strategies with teachers' underlying beliefs. This study offers valuable insights for educators, particularly in higher education, on improving grammar instruction through targeted pedagogical interventions. The findings can inform the development of professional training programs tailored to the specific needs and beliefs of language instructors, potentially leading to effective teaching practices in language education.

Keywords

  • Grammar instruction,,
  • teaching methods,,
  • instructor perceptions,,
  • grammar teaching
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