An Exploratory Study of EFL Teachers’ Perceptions on Grammar Terminology Use in Kosova

Abstract

This exploratory study aims to find out perceptions of EFL teachers on grammar terminology use in Kosova in the light of recent national curriculum change in language teaching. The new competence-based curriculum prioritizes communicative competence over formal grammar rules in primary grades. Data was collected through semi-structured questionnaires administered to EFL teachers teaching in primary and lower secondary schools in Prizren. The sample comprised 32 mentor teachers reflecting on classroom instruction from first through fourth grade. Data was analysed using frequency count and percentage distribution. Findings of the study revealed that teachers show superiority of communication competence over grammar competence in thought and the opposite in practice. Although over 80% believed grammatical terms should be avoided or used conditionally, 63% admitted using them in practice, predominantly parts of speech and tenses. Moreover, 72% reported that learners achieve the greatest success in communicative competence. To bridge this gap, teachers require sustainable professional development and instructional resources to successfully implement curricular reforms.