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Studies have suggested that teachers' beliefs have a significant influence in language teaching (e.g., Williams and Burden, 1997), i.e. that teachers' beliefs will significantly influence their teaching practice. This study examines teachers' beliefs and practices in relation to the integration of grammar and reading in foreign language teaching. A qualitative research design with Focus Group Discussion (FGD) and observation data gathering tools was employed. The study revealed that teachersdoi:10.1163/2031356x-03301002 fatcat:qadsnusfjrb6pnezpnyhocobla