EFL Teachers’ Beliefs and Instructional Role in Applying Reading Strategies: A Case Study of Edget Chora Secondary School, Addis Ababa, Ethiopia
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Date
2025-05-24
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Addis Ababa University
Abstract
This qualitative case study explores the beliefs held by secondary school EFL teachers regarding reading strategies and their instructional role in implementing these strategies across the pre-, while-, and post-reading phases of reading comprehension lessons.The research was carried out at Edget Chora Secondary School in Addis Ababa, Ethiopia,
using a case study design. Six experienced EFL teachers were chosen through a convenience sampling technique.Data were gathered using multiple tools, including classroom observations (field notes and reflective journals), individual interviews, and focus group discussions.The reading comprehension lesson observation framework was also served as an evaluation rubric. The data were thematically analyzed using NVivo 10 software. The results indicate that although teachers generally have positive beliefs about the instructional importance of reading strategies, their implementation in the classroom is inconsistent. Teachers perceive pre- and post-reading strategies as time-consuming and instructionally demanding, resulting in a greater focus on while-reading strategies. Furthermore, a notable disparity was found between teachers‟ stated beliefs and their practical application of reading strategies. Even though they acknowledged the benefits of research-based reading comprehension strategies, the majority of teachers did not consistently incorporate them across all three reading phases, thereby limiting their potential effectiveness in enhancing students' reading comprehension skills. The study concludes that aligning the target secondary school EFL teachers‟ beliefs with their instructional practices requires structured training. The study suggests focused teacher training initiatives, revisions to the curriculum, and further research into the instructional role of EFL teachers in improving students' reading comprehension abilities. These recommendations aim to close the gap between teachers' beliefs and practices, ultimately helping students develop into strategic and independent readers.