EFL idiom instruction: Teacher practices and challenges
This study addresses the critical gap in EFL idiom instruction research concerning teachers' experiences and challenges, focusing specifically on the study context. Existing research predominantly evaluates teaching methods without adequately addressing practical classroom realities. This mixed...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-01-01
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| Series: | Social Sciences and Humanities Open |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291125001433 |
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| author | Mohamed Amin Mekheimer |
| author_facet | Mohamed Amin Mekheimer |
| author_sort | Mohamed Amin Mekheimer |
| collection | DOAJ |
| description | This study addresses the critical gap in EFL idiom instruction research concerning teachers' experiences and challenges, focusing specifically on the study context. Existing research predominantly evaluates teaching methods without adequately addressing practical classroom realities. This mixed-methods study, involving 300 teacher questionnaires (including both quantitative Likert scale and qualitative open-ended questions), 18 semi-structured interviews, and 18 focus groups, investigated (1) prevalent idiom teaching strategies among EFL teachers; (2) the major challenges they face; and (3) the relationship between these strategies and challenges. Results revealed that while teachers creatively employ contextualized and culturally sensitive approaches, they encounter significant resource limitations, inadequate curriculum support, and difficulties in assessing student understanding beyond rote memorization (reported by approximately 35 % of participants). Quantitative analysis of the survey data confirmed a strong preference for authentic materials and engaging activities, significantly correlating with reduced perceived challenges. Qualitative analysis of both open-ended survey responses (n = 300) and interview/focus group data (n = 18) highlighted key themes of resource scarcity, cultural barriers, curriculum constraints, and the need for collaborative professional development. These findings underscore the urgent need for targeted interventions—including the development of culturally appropriate resources, enhanced teacher training programs focused on communicative assessment, and supportive institutional policies—to significantly improve idiom instruction and enhance EFL learners’ communicative competence in EFL contexts. |
| format | Article |
| id | doaj-art-3bd45b2ad6f745ec839b95fddd79a4f0 |
| institution | OA Journals |
| issn | 2590-2911 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj-art-3bd45b2ad6f745ec839b95fddd79a4f02025-08-20T02:09:52ZengElsevierSocial Sciences and Humanities Open2590-29112025-01-011110141610.1016/j.ssaho.2025.101416EFL idiom instruction: Teacher practices and challengesMohamed Amin Mekheimer0Faculty of Education, Beni-Suef University, Beni-Suef Governorate, Salah Salem Street, 62511, EgyptThis study addresses the critical gap in EFL idiom instruction research concerning teachers' experiences and challenges, focusing specifically on the study context. Existing research predominantly evaluates teaching methods without adequately addressing practical classroom realities. This mixed-methods study, involving 300 teacher questionnaires (including both quantitative Likert scale and qualitative open-ended questions), 18 semi-structured interviews, and 18 focus groups, investigated (1) prevalent idiom teaching strategies among EFL teachers; (2) the major challenges they face; and (3) the relationship between these strategies and challenges. Results revealed that while teachers creatively employ contextualized and culturally sensitive approaches, they encounter significant resource limitations, inadequate curriculum support, and difficulties in assessing student understanding beyond rote memorization (reported by approximately 35 % of participants). Quantitative analysis of the survey data confirmed a strong preference for authentic materials and engaging activities, significantly correlating with reduced perceived challenges. Qualitative analysis of both open-ended survey responses (n = 300) and interview/focus group data (n = 18) highlighted key themes of resource scarcity, cultural barriers, curriculum constraints, and the need for collaborative professional development. These findings underscore the urgent need for targeted interventions—including the development of culturally appropriate resources, enhanced teacher training programs focused on communicative assessment, and supportive institutional policies—to significantly improve idiom instruction and enhance EFL learners’ communicative competence in EFL contexts.http://www.sciencedirect.com/science/article/pii/S2590291125001433EFL teachersIdiomsInstructionChallengesStrategies |
| spellingShingle | Mohamed Amin Mekheimer EFL idiom instruction: Teacher practices and challenges Social Sciences and Humanities Open EFL teachers Idioms Instruction Challenges Strategies |
| title | EFL idiom instruction: Teacher practices and challenges |
| title_full | EFL idiom instruction: Teacher practices and challenges |
| title_fullStr | EFL idiom instruction: Teacher practices and challenges |
| title_full_unstemmed | EFL idiom instruction: Teacher practices and challenges |
| title_short | EFL idiom instruction: Teacher practices and challenges |
| title_sort | efl idiom instruction teacher practices and challenges |
| topic | EFL teachers Idioms Instruction Challenges Strategies |
| url | http://www.sciencedirect.com/science/article/pii/S2590291125001433 |
| work_keys_str_mv | AT mohamedaminmekheimer eflidiominstructionteacherpracticesandchallenges |