Index Terms-English as a foreign language, teacher beliefs, classroom practices, non-native EFL teachers

Learner and teacher beliefs play an important role in second language (L2) learning. Furthermore, the role of grammar instruction and error correction in the L2 classroom is a topic that is still debated in the literature. This study explored the beliefs of EFL learners and teachers regarding the controversial role of grammar instruction and error correction. A total of 17 instructors and 60 students at a private Turkish university participated in the study. The participants completed an open-ended questionnaire and interviewed regarding their beliefs about grammar instruction and error correction. Themes emerging from the qualitative data were identified. As a result of this study, it can be said that both learners and teachers believed in the importance of grammar in language and error correction, however there were some differences between the learners and teachers regarding the use of native language in grammar teaching and other areas of grammar teaching.

The pandemic has expanded already-existing achievement and opportunity inequities, especially harming historically underprivileged students. This qualitative study aims to explore the impacts of the pandemic and online learning on urban high school students' schooling experiences and post-secondary life planning process. It has been found that pandemic and online learning experiences have impacted urban high school students in terms of academic, interpersonal, intrapersonal, extracurricular, and resources dimensions. The researcher also investigated what students have learnt from this experience and what their major support systems have been in this process. Significant others' support, physical activity, self-motivation, and envisioning prospective good times are found to be contributing factors to their well-being. The implications and recommendations for educators, particularly counselors, are also discussed.