The significance of Teaching English Grammar based on teachers' beliefs: An Investigation of Professors' View in Iran's Military Universities.

Teachers' beliefs and their alignment with teaching methods significantly impact students' growth and academic progress. Given the importance of the English language in defense and military contexts at military and Defence universities,, this study aims to explore the beliefs of English language professors and how these beliefs influence teaching methods and associated challenges. This research utilizes a mixed exploratory data collection method. Initially, participants completed a structured questionnaire with closed questions to assess their beliefs in teaching grammar. Subsequently, 15 participants engaged in open and semi-structured interviews. The statistical population comprises 102 English language professors from various universities of the Islamic Republic of Iran Army, selected using a non-random method (availability). The findings of this research examine teachers' beliefs regarding learning grammar in seven categories, including the significance of grammar in education, inductive approach, analogical approach, focus on form approach, meaning-based approach, value of practice, feedback, and error correction in grammar. Quantitative data was analyzed using SPSS software, while qualitative data underwent content analysis. The results suggest the importance of teaching grammar in language instruction and the necessity for teachers to align their beliefs to address educational challenges effectively.