Résumé:
Holding a negative attitude towards something makes its application quite difficult and
inappropriate. Foreign language teaching is no exception, for if the teacher adopts/embraces a
negative attitude/perception towards teaching in general, and the teaching methodology in
particular may lead to the misapplication of this latter. It is well known that opting for a
specific teaching method is no easy task, as EFL teachers are constantly exploring the
available teaching methods that fits their learners’ profiles. Yet, their beliefs might act as an
obstacle against performing such a selection objectively. Objectivity gets harder in this regard
as the teaching tradition offers a rich and resourceful teaching methods which leaves the
teacher confused. This confusion led to the appearance of a teaching method that combines all
the best aspects of its predecessors. Eclecticism is such a method, a mixed teaching method
that aims at borrowing the merits and get rid of the demerits of previous methodologies. The
current study aims at exploring EFL teachers’ attitudes towards the use of the eclectic method
in teaching English as a foreign language. It is hypothesised that teachers may have positive
attitudes towards the implementation of the eclectic method. To test the hypothesis, a mixed
method design has been adopted. The design comprises a combination of quantitative and
qualitative research tools: a structured questionnaire as the primary data gathering tool and a
classroom observation as a supportive tool. The collected data validated the main hypothesis,
demonstrating that teachers hold a positive attitude towards the use of the eclectic method in
their EFL instruction. Consequently, this research supports the integration and adoption of the
eclectic approach in the teaching and learning process. By incorporating a wide range of
teaching techniques and activities, teachers can create a more dynamic and engaging learning
environment for their students, leading to enhanced language learning outcomes.
