Efl Teachers' Belief of Teaching Reading and Their Classroom Practices: a Case of 5 Efl Grade 11 Teachers in Hawas Preparatory School
No Thumbnail Available
Date
2011-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
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.
Description
Keywords
Teaching Reading and Their Classroom Practices: