Investigating Cycle Two English Language Teachers' Perceptions about Reading Strategies and Limitation Factors Hindering the Use of Strategies (original) (raw)
Related papers
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.
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.
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.
Teachers’ Teaching Reading Strategies at Public Elementary Schools in Haripur District
Creative Education, 2020
The growing importance of English as an international language globally demands the students in Pakistan to be proficient in English especially reading skills. Thus, the objective of the study was to identify which reading strategies were taught by the English teachers to elementary pupils. In order to achieve the research objective, quantitative research design was employed in this study. Data were collected through random sampling of 100 teachers from 50 public schools which offer English as a subject using a set of questionnaires. The data were analysed using SPSS. The data are presented in percentages and frequency. The major findings indicate that the majority of the teachers have many problems in teaching English reading strategies to elementary students. It is hoped that the findings could help the education department officers in developing a suitable module to conduct training for elementary English teachers. Such measure is vital in order to improve the teaching capabilities of the English teachers in teaching reading strategies as to enhance the pupils' reading comprehension.
EFL Teachers’ Beliefs about the Use of Reading Strategies
Journal of Language and Linguistic Studies, 2016
This study aims to investigate EFL teachers’ beliefs about the use of reading strategies and what strategies they employ through reading stages in EFL classroom. In addition, the study aims to compare the teachers’ gender and the schools where they are working with the strategies they use. A total of 44 EFL teachers (18 females, 26 males) working in secondary and high schools participated in this study. Data are collected by the questionnaire (a 51-item Likert-Type scale) developed by Ilk (2012). In order to analyze the data, frequencies, percentages and Mann Withney U test are used. According to the results, the teachers generally believe the necessity of the reading strategies and they prefer to use the reading strategies almost in all stages. Besides, the results of the study indicate that reading strategies at post reading stage are preferred less and there is no any significant relationship between teachers’ gender and school types and their beliefs about reading strategies.
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...
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...
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.
Reading & Writing, 2018
Despite the fact that comprehension plays an important role in the reading process, the literature in a South African context reveals that learners continue to struggle with it and teachers continue to neglect it in their teaching. The literature has further shown that teachers’ neglect of comprehension in their reading lessons could be attributed to various reasons, including the fact that teachers seemingly are not taught how to teach reading during their teaching training years. This paper analyses the English First Additional Language teachers’ understanding and their implementation of reading strategies in their classrooms to develop teachers’ understanding and awareness of the important role played by reading strategies in the reading process. Both quantitative and qualitative approaches were followed and a survey design was used. Purposive sampling was used to select 126 teachers, to whom questionnaires were administered. Statistical Package for Social Sciences software was u...
University instructors’ views about and approaches to reading instruction and reading strategies
This article is designed to identify what strategies good readers employ in pre-, during- and post reading stages in classroom language learning. This study is a replica of the study conducted by Sarıçoban (2002) in which the setting was EFL upper-intermediate preparatory school of English at Hacettepe University. The underlying reason of this study is to see if there would be any difference in strategy use by both good and poor ELT readers at advanced level through the Three Phase Approach in reading. The preparatory ELT students at Atatürk University were administered an inventory of strategy use. The data were analyzed through a percentage study. It was found in the study that good readers differed in some strategies (S1, S3, S4 in pre-reading stage, S7, S10, S13, S21, S22, S23 in during-reading stage and S35, S38 and S39 in post-reading stage) whereas the EFL good learners did not differ in pre-reading stage, but differed in both while-reading stage (S11, S17, S21, S31 and S32) and post-reading stage (S36 and S38). As can be seen, there are surprising results in both groups. Therefore, it can be said that the two groups, namely the ELT and EFL learners, may have different reading strategies depending upon their needs and interests. This study will, therefore, improve the view and focus of language teachers on the use of reading strategies of good readers through the Three Phase Approach.