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Literacy development is at the core of how we interact with the world around us. However, this concept is not static and changes over time, adapting itself to different circumstances and needs. In the present study, a group of EFL teachers (n=104) is required to define 'literacy'. Their definitions are then analysed to determine their accuracy to those found in present specialised literature in the area. Results show that the notions provided by participants still contain traditional features, and thus, highlight the importance of including the conceptualisation of literacy as a crucial component in in-service training programmes.