The significance of teaching techniques lies in their role as the means for facilitating student learning and knowledge acquisition. Selecting optimal techniques is crucial for achieving instructional objectives and is influenced by numerous factors. This study investigates the techniques used for teaching ‘Grammatical Areas and Functions’ to sixth-preparatory students in Iraq and explores the rationale behind teachers’ classroom practices. A mixed-method research design was employed, utilizing a structured observation checklist and semi-structured interviews. The study involved the systematic observation of ninety-five Iraqi English teachers from public schools in Al-Najaf, selected through stratified random sampling. Subsequently, semi-structured interviews were conducted to understand their pedagogical reasoning. The findings revealed a predominance of traditional techniques, such as explicit grammar explanation in Arabic (88%), while communicative approaches like role-playing (12%) were rarely employed. Teacher interviews attributed this pattern to three systemic constraints: pressure from ministerial exams, overcrowded classrooms, and inadequate training or resources. The results of this study can be used to develop teaching strategies and align curricula to bridge the gap between communicative teaching mandates and classroom realities. The findings contribute to a deeper understanding of the challenges teachers face, thereby informing professional development and resource allocation.
Hadi et al. (Wed,) studied this question.
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