This case study aims to investigate a teacher’s beliefs and actual practices regarding the instruction of grammar in ESL classrooms. The purpose of this research was three-fold: explore the relationship between the teacher’s perceived beliefs and classroom practices; compare the interaction between the teacher and the two classes of students; and survey the students’ learning satisfaction.
The participating teacher was from the United States and had taught ESL classes for two years. The participating students were enrolled in the teacher’s two sections of the same grammar course. Both classes consisted of lower-advanced level students. The first class had 28 male and 5 female students, while the second class had 22 male and 7 female students. The data collection included semi-structured interviews, participant observation, field notes, and questionnaires.
The research revealed that twelve different beliefs were arranged from the concept of grammar to the ideal classroom practice. These beliefs include the role of grammar, the role of the instructor in grammar teaching, the methodology of grammar teaching, feedback, strategies between the two classes, and the teacher’s difficulties in class.
Most of the beliefs were transferred into the actual classroom practices, which were then categorized into nine approaches. The primary consistencies of teaching methodologies and the inconsistencies of techniques between the two sections were also defined and reflected in the students’ satisfaction after the grammar course.
The researcher discovered three possible factors that lead learners to successful grammar learning. One is the consistent relationship between the teacher’s beliefs and classroom practices. Another is the consistency of the teacher’s and the learners’ beliefs and that his classroom practices have affected their learning motivation and beliefs. The last is how the teacher adjusted his classroom practices, which in turn helped the learners attain satisfaction.