Grammatical Knowledge among Bilingual and Monolingual EFL Teachers

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The study investigates the grammatical knowledge of Iranian monolingual and bilingual English language teachers, involving 120 participants. It compares the performance of 61 Azeri-Persian bilingual teachers with 59 Persian monolingual teachers using a demographic questionnaire and a grammar test. Statistical analyses, including descriptive statistics and Cronbach's Alpha for reliability, reveal no significant differences in grammar knowledge between the two groups, indicating that bilingualism does not correlate with enhanced grammatical proficiency among teachers.