Abstract:
This study assessed teachers’ awareness, practices and challenges to teaching grammar in
English Foreign Language (EFL) Classrooms. A single elementary school was selected
purposively. Five EFL teachers were selected based on available sampling technique.
Observation, questionnaire and interview were employed as data gathering tools. Qualitative
and quantitative data analysis methods were used. The findings of the study indicated that the
teachers presented grammar lessons focusing on revisions, explanations and more example
giving practices. Although the teachers reported that challenges came from the learners, the
findings of the study indicated that the grammar teaching challenges were found to be
orientated with the mismatched grammar teaching practices in the actual classrooms.
Considering the overall findings indicated, recommendations have been included that EFL
teachers have inadequate knowledge to teaching grammar and they need to have an inward
looking about their teaching practices on how to maximize grammar learning to their
learners.
