Abstract:
The purpose of this study was to assess EFL Teachers’ Beliefs on Grammar Teaching and
Students’ Preference to Learn English in Shimelis Habte secondary School Grade 10 in focus.
To do so descriptive survey design that includes both quant and quall approaches were
employed. A total of 104 students and 5 EFL teachers were participated in the study.
Interview and questionnaire were used to collect relevant data for the study. The researcher
provided descriptions of the computed mean and percentages using statistical package for
science studies (SPSS) version 20. To make it clear, quant collected data were analyzed using
SPSS v.20 computer software. On the other hand, the data obtained from interview was
analyzed by narrating in words/sentences about EFL Teachers’ beliefs of grammar teaching
and students preference to learn English. The findings of the study showed a positive belief of
teachers towards grammar instruction in general and a more favorable attitude towards the
implicit approach than the explicit, some directly related to context of teaching. Concerning
student’s preferences, students were interested to learning grammar. But, the dominant nature
of grammar-based examinations, The results of the study did not show any statistically
significant difference of on their beliefs across age and teaching experience of participants
the problems of designing communicative tasks, inability of using authentic materials, the
influence of teachers’ prior learning experiences and students’ resistances to classroom
participation could make teachers tend to focus on grammar affect students learning
preferences. In the light of the findings, EFL teachers should know their students learning
preferences. Also they should concentrate student centered teaching methods were given as a
possible recommendations.
