Teachers’ Perceptions of the Balance Between Grammar and Communication Skills in the EFL Curriculum
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Abstract
This study examines ESL teachers’ perceptions of the balance between grammar instruction and communication skills in an international university in Thailand. Although grammar is acknowledged as essential, teachers report that curriculum design, assessments, and parental expectations prioritize grammatical accuracy over communicative fluency. A mixed-methods approach was employed, combining a survey of 50 teachers with follow-up semi-structured interviews. Quantitative results revealed that grammar receives significantly more class time, while communicative tasks are constrained by time, large class sizes, and exam-oriented assessment. Qualitative findings highlighted teachers’ limited training in communicative methodologies but also their recognition of the benefits of integrating grammar into authentic communication. Overall, the study underscores the needs for curriculum reform, professional development, and assessment realignment to achieve a sustainable balance between grammatical accuracy and communicative competence. These insights inform policymakers, curriculum developers, and teacher educators seeking to enhance EFL learning outcomes.
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References
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