Iranian EFL Teachers’ Creativity and their Grammar Learning and Teaching Beliefs

Abstract

The main objective behind this study was to determine to what extent Iranian EFL teachers’ creativity is associated with their grammar learning and teaching beliefs. In so doing, two closed-ended scales, grammar teaching and learning beliefs scale and teachers’ creativity inventory, were administered to 92 EFL teachers selected and conveniently. The two questionnaires were given to the participants simultaneously. Cronbach alpha was used to calculate the reliability of the scales and Multivariate analysis of variance was embarked on decide the significance of the difference between highly creative and lowly creative teachers’ beliefs with regard to five issues in grammar teaching and learning. The findings indicated that the two groups of teachers significantly differ with respect to their grammar learning and teaching beliefs