Abstract:
This study has attempted to assess EFL teachers’ communicative grammar teaching methods. To
achieve this objective both qualitative and quantitative approaches were employed. The
qualitative approach was used to clarify, justify and interpret data collected through semi structured interview and classroom observation whereas quantitative approach was used to
analyze the outcome of teacher made tests of document analysis. The subject of the study was
grade eleven EFL teachers’ from Bulbula Preparatory School and Bulbula Secondary School.
The subjects were selected using available sampling techniques. EFL teachers’ dominant
communicative grammar teaching methods and major communicative grammar testing
techniques were seen each with data gathering tools: Semi-structured Interview, classroom
observation, and document analysis. The content validity of grade eleven text book is also seen
as a document analysis along with the sample teacher made tests of academic year of both 2012
and 2013 E.C. The finding of the study revealed that EFL teachers followed traditional grammar
teaching approach, focusing more on grammar rule and error correction. In addition during
assessing or testing, all EFL teachers applied multiple-choice and matching as the major and the
only testing techniques of which multiple-choice is the dominant testing technique they applied
throughout the academic year. Moreover, as it was realized from the discussion and conclusion
section even though there were some attempts made from teachers’ communicative grammar
teaching is rarely or, not implemented as its principle. To overcome these, it was suggested that
providing on job training program, insufficient students’ text book should get solution by the
school, an adequate grammar teaching and testing guidelines, and EFL teachers by themselves
have to include some basic language skills like listening and reading texts and the rest other
testing techniques in communicative grammar teaching as well as testing
