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EFL Teachers’ Cognitions and Practices in Grammar Teaching: A Qualitative Multiple Case Study from Niger

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By Abdou Moumouni, Hamissou Ousseini
| educationjournal.net
Abstract This study examined EFL teachers’ cognitions and practices of grammar teaching in Niger. The purpose of the study was to understand the beliefs held by EFL teachers about grammar teaching and the extent to which they put those beliefs into practice. The study also proposed to understand the contextual factors that affect those beliefs and classroom practices.
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