Efl Teachers' Belief of Teaching Reading and Their Classroom Practices: a Case of 5 Efl Grade 11 Teachers in Hawas Preparatory School

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Date

2011-06

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Addis Ababa Universiy

Abstract

Teachers' beliefs a!Ject not only their teaching, but also filter new input, suggesting significant implications for the implementation of educational innovations and teacher development. This research assesses teachers ' beliefs of teaching reading and their classroom practices in EFL. A case study of 5 EFL teachers from Hawas Preparatory School in Adamo selected purposejiilly and conveniently. One of the data gathering instruments in this case study was a questionnaire that asks the participants' beliefs of teaching reading related to the classroom practices and how these beliefs influence their classroom practices in teaching reading. In addition to the questionnaire, semi structured interviews were held to examine their beliefs in detail. Finally, in order to see whether participants ' beliefs of teaching reading matched with their actual practices in their classrooms or not, the participants were observed and recorded The classroom observations as well as the recordings were also examined by ·the researcher, and the data were verified The analysis of responses of participants recorded classroom observations and interviews were presented qualitatively in the .findings section and the questionnaire was presented quantitatively though percentage is nol preferred Results of the study showed that EFL teachers hold their own belief system of leaching reading; however their belief was incongruently implemented in the classroom. Finally, the sludy provides some recommendations to the subjects which could help to improve their everyday classroom practices to ongoing critical reflection. So, this can help them 10 be conscious about their belief and motivated to reconcile with their practices to provide effective leaching reading.

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Teaching Reading and Their Classroom Practices:

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