Introduction: Incorporating idiomatic expressions into EFL instruction is widely acknowledged to enhance learners’ cultural awareness; however, their inherent metaphorical nature and cultural specificity present considerable challenges for both teachers and students. This study investigates the perspectives of Algerian EFL teachers and students regarding the role of idioms in promoting cultural understanding.
Methods: A mixed-methods approach was employed, gathering quantitative data from 50 third-year EFL students and qualitative data from semi-structured interviews with 10 teachers at Mohamed Lamine Debaghine University of Sétif-2. Quantitative data were analysed using SPSS to generate descriptive statistics, while thematic analysis was used to interpret the qualitative data.
Results: Both students and teachers acknowledge the significance of idioms in fostering cultural awareness. Students expressed a desire for more cultural insights, while teachers emphasised the need for authentic materials and effective pedagogical strategies.
Discussion: The study identifies key pedagogical challenges to effective idiom instruction and proposes practical strategies for aligning such instruction with learners’ cultural contexts.
Limitations: The small sample size and the focus on a single institution limit the generalisability of the findings.
Conclusions: This study provides evidence supporting the value of idioms in EFL and offers actionable recommendations for their improved curricular integration.
Further research is needed to explore these findings in broader educational settings and contexts.
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