EFL Teachers’ Beliefs about the Use of Reading Strategies (original) (raw)
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EFL Teacher's Perception on Reading Strategies Taught in High Schools
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 2021
While reading activity is a complex phenomenon, recent research on reading strategies has not provided comprehensive explanation of the role and perceptions of teachers regarding appropriate reading strategies helping students with learning difficulties. This paper is aimed to provide a sketch of the teacher's views and strategies to facilitate students with appropriate reading strategies. EFL teachers have different kinds of reading strategies applied in the classrooms. This study has found that three groups of teachers teaching in excellent accredited public schools, good accredited public school and very good Islamic private school use various strategies during the teaching of reading. Teachers' perceptions on the teaching of reading strategies are closely related to their readiness with knowledge about reading strategies, students' reading problems and their belief. This study suggests that EFL teachers and future researchers need to continuously investigate effective teaching of reading skill in relation to students' reading strategies.
Academic journal of Nawroz University, 2023
This paper aims at investigating the employment of reading strategies by EFL teachers in their EFL classes at the Departments of English, Universities of Duhok and Nawroz. In order achieve the aims of the study and answer its questions a 5-point Likert scale questionnaire adopted from Oxford et al, (2004) was given to 10 EFL teachers; 6 females and 4 males, from the departments of English at the colleges of Languages and Basic Education at University of Duhok and Nawroz university. The questionnaire consists of 40 reading items grouped into three categories of (pre-reading stage, while-reading stage, and after-reading stage) that cover all the possible reading strategies used in EFL classes. It has been found out that all teachers are well aware of the reading strategies. However, the Global Reading strategies are preferred over the Supportreading strategies and Problem-solving strategies by teachers. Moreover, the participant teachers believe that all reading strategies are important to be used in EFL reading classes. Finally, there were no statistically significant differences between the teachers regarding their use of the reading strategies as far as gender is concerned.
IRANIAN EFL TEACHERS' ATTITUDES TOWARD READING STRATEGIES
This study investigated Iranian EFL (English as a foreign language) teachers’ attitudes toward reading strategies in private centers and state schools. Further, a comparison was made between EFL teachers in these two educational settings so as to explore whether they utilize different reading strategies equally. To this end, an attitude questionnaire was distributed among 40 Iranian EFL teachers with dissimilar academic degrees and from different age groups and also with different lengths of teaching experience in their career. The data gathered then were fed into the SPSS software for analysis. The results showed that all the participants supported the importance of applying both cognitive and metacognitive reading strategies. Further, no significant difference was found in participants’ degree of using these strategies in state schools and private centers. Finally, with respect to the findings of the present study which once more highlights the vital role of tending to applying strategies in optimal reading comprehension, EFL teachers who do not pay sufficient attention to the inclusion of strategies in teaching reading are strongly recommended to make it an indispensible part of their instructing reading skill.
2021
The current study is based on the notion that teachers’ classroom practices are influenced by their belief system. The examination explored the convictions of instructors about significance of perusing systems, need of perusing techniques and real classroom hones among 130 optional schools English educators and found the connection between their convictions about methodologies and their classroom rehearses. It is a descriptive study, data were collected through a questionnaire which consists of three partsthe importance of reading strategies, need of strategies and their use in actual classroom by the teachers. Means and Pearson correlation were calculated for finding out the relationship between the variables. The information found that the significance of perusing methodologies in perusing cognizance, the need of techniques in showing perusing, and genuine utilization of systems in down to earth classrooms, are decidedly related. The study recommends understanding and working on t...
Elementary EFL Teachers' Familiariry with Reading Strategies
The present study investigated EFL teachers' familiarity with reading strategies. It aimed, particularly, at gaining an insight into whether they instruct students in using strategies in their attempt to derive meaning when interacting with written texts in EFL. The sample of the research consisted of 10 instructors, who work at public elementary schools. Data were collected through semi-structured interviews and were analyzed through content analysis. The results of this study indicated that most of the teachers were not involved in teaching students how to use reading strategies to approach and comprehend written texts in EFL, which contributes to autonomous learning, as they were not familiar with the concept of reading strategies. However, further research on this issue is required in order to verify and extend the results of the current study.
Elementary EFL Teachers’ Familiarity with Reading Strategies
Procedia - Social and Behavioral Sciences, 2014
The present study investigated EFL teachers' familiarity with reading strategies. It aimed, particularly, at gaining an insight into whether they instruct students in using strategies in their attempt to derive meaning when interacting with written texts in EFL. The sample of the research consisted of 10 instructors, who work at public elementary schools. Data were collected through semi-structured interviews and were analyzed through content analysis. The results of this study indicated that most of the teachers were not involved in teaching students how to use reading strategies to approach and comprehend written texts in EFL, which contributes to autonomous learning, as they were not familiar with the concept of reading strategies. However, further research on this issue is required in order to verify and extend the results of the current study.
2018
The study aims to explore the status of Bahir Dar town EFL teachers' reading strategy use and reading instruction while teaching reading. In relation to this, teachers' perception towards strategy training and their classroom practices were investigated. All English teachers of eight secondary schools in Bahir Dar that amount a total of 45, and 256 grades 9 and 10 students were taken as participants of the study. The students were randomly selected from those aforementioned schools. Questionnaire and classroom observation were used as data gathering instruments. Both quantitative and qualitative data analysis methods were employed. The statistical data analysis was descriptive and inferential. Accordingly, Percentage and mean scores were used to describe the frequency of occurrence of each item. One sample t-test was computed to see if the difference between the mean scores were statistically significant. To compare the EFL teachers' classroom practice between the private and government secondary schools, independent sample t-test was employed. Data obtained from the classroom observation was also qualitatively analyzed. It was found that teachers tend to believe that promoting reading strategy training is crucial in empowering learners to become efficient readers, but they do not train their students to use the strategies properly. Relatively speaking, teachers try to use few pre-reading strategies; however, most of the while-reading and postreading strategies are not appeared to be employed. Though it was not statistically significant, the practice of teachers working at government schools had slightly higher mean score(128.20) in helping their students use reading strategies than teachers working at private schools(124.63).Finally, some recommendations were made based on the findings.
2016
This study investigated the perceptions of the English teachers concerning their use of various reading strategies and identified the possible factors that limit them in applying the concerned strategies in the UAE Cycle 2 Grades (6-9). The study focused also on obtaining any significant conflict that may be appreciable between English non-native teachers (i.e., Arab) and English native teachers view with respect to their usage of reading strategies. The participants were drawn from Cycle 2 EFL English teachers (n=211). Two questionnaires were incorporated in collecting the required data; the first questionnaire aimed at gleaning the perceptions of the English teachers regarding their usage of reading strategies. The second questionnaire is concerned with screening the potential elements that may hinder them from applying these strategies. The collected data analysed quantitatively using a t-test to carry out a comparison between the perceptions expressed by English Non Native teach...
Beliefs and practices of Teachers on Reading Strategies to Enhance Students' Reading Achievement
2016
This study was an attempt to gain insights into teachers' beliefs and practices of teaching reading strategies in English language classrooms. It aimed to investigate teachers' beliefs about reading strategies and their practical teaching activities in the context of English teaching as a foreign language in high schools. The participants of the study were English language teachers in four high schools at Debre Markos town. Using comprehensive sampling, all 25 teachers who were teaching English language course were chosen to participate in the study. Data were collected using questionnaire and interview. Findings indicated that teachers believe that reading strategies play an important role in reading comprehension and that it is necessary to teach reading strategies in reading classes. The results also revealed that there was inconsistency between teachers' beliefs and their self reported classroom practices. Teachers could not put their beliefs into practice because of...
Novitas-ROYAL (Research on Youth …, 2010
Previous research has revealed the influential role of teachers' beliefs in determining their professional behavior; that is, the ways they plan their lessons, the kinds of decision they make, and the methods they apply in their classrooms. The present study aimed, first, to investigate the construct of teachers' belief systems about reading strategies among EFL high school teachers, then to explore the degree of discrepancies or consistencies between teachers' beliefs about reading strategies and their practical teaching activities in the context of English teaching as a foreign language in high schools of Iran, Mazandaran. Based on questionnaire data from 57 teachers, teachers' beliefs and their self-reported classroom employment of reading strategies were explored. Findings indicated that teachers believe that reading strategies play an important role in reading comprehension and that it is necessary to teach reading strategies in reading classes. The results also revealed that there is inconsistency between teachers' beliefs and their self reported classroom practice.