EFL Idiom Instruction: Teacher Practices and Challenges

Recent research from Beni-Suef University in Egypt shed light on the critical gap in English as a Foreign Language (EFL) idiom instruction, focusing specifically on teachers' experiences and challenges. The study aimed to investigate prevalent teaching strategies, major challenges, and the relationship between these strategies and challenges. The research involved 300 teacher questionnaires, 18 semi-structured interviews, and 18 focus groups, providing valuable insights into the practical realities of EFL instruction.

Key Takeaways:

• The study found that EFL teachers creatively employ contextualized and culturally sensitive approaches to idiom instruction, but encounter significant resource limitations, inadequate curriculum support, and difficulties in assessing student understanding beyond rote memorization.
• Approximately 35% of participants reported facing these challenges, highlighting the need for targeted interventions to improve idiom instruction and enhance EFL learners' communicative competence.
• Quantitative analysis revealed a strong preference for authentic materials and engaging activities, which significantly correlated with reduced perceived challenges.
• Qualitative analysis of open-ended survey responses and interview/focus group data highlighted key themes of resource scarcity, cultural barriers, curriculum constraints, and the need for collaborative professional development.
• The research concluded that targeted interventions, including the development of culturally appropriate resources, enhanced teacher training programs, and supportive institutional policies, are necessary to improve idiom instruction and enhance EFL learners' communicative competence.
• The study emphasized the importance of considering practical classroom realities when evaluating teaching methods and developing curricula.
• The research identified a need for more professional development opportunities for EFL teachers, focusing on communicative assessment and culturally sensitive approaches.

Statistics:

• The study involved 300 teacher questionnaires, 18 semi-structured interviews, and 18 focus groups.
• Approximately 35% of participants reported facing significant challenges in idiom instruction, including resource limitations, inadequate curriculum support, and difficulties assessing student understanding.
• The quantitative analysis revealed a significant correlation between the preference for authentic materials and engaging activities and reduced perceived challenges.
• The study concluded that 100% of the participants emphasized the need for targeted interventions to improve idiom instruction and enhance EFL learners' communicative competence.

Sources:

• EFL idiom instruction: Teacher practices and challenges. Social Sciences and Humanities Open, 2025,11():101416. The publisher for Social Sciences and Humanities Open is Elsevier.
• https://doi-org.sdpl.idm.oclc.org/10.1016/j.ssaho.2025.101416.