Abstract:
The main objective of this study was to assess Teachers’ self-efficacy Beliefs and the
implementation of Communicative Grammar at the classroom level. It was also aimed to
identify the relationship between teachers’ self-efficacy beliefs concerning
communicative grammar teaching. In order to address the objective of the study, a
descriptive survey design and quantitative approach were used. The study was conducted
on seven high schools. A Questionnaire and Classroom Observation were used to collect
data for the study. Questionnaires were administered to EFL teachers, and observations
were made by the researcher with an objective checklist. 30 English teachers from the
seven schools responded to the questionnaire, and four teacher’s grammar lessons were
observed three times, on various days. The data was analyzed and interpreted holistically
according to the issues raised under each research question. The findings revealed that
the teachers have negative self-efficacy beliefs to implement communicative grammar
teaching principles. Similarly, the classroom observation attested that almost all the
observed teachers had shown a greater preference to the traditional grammar teaching
approach than the communicative grammar teaching approach. The results from the co
relational statistics showed that EFL teachers’ self-efficacy beliefs had a predictive effect
on the implementation of communicative grammar at the classroom level. Subsequently it
is suggested that EFL teachers should play their role in understanding and using the
principles of communicative grammar teaching in classroom situations.
