Exploring EFL Teachers’ Instructional Roles in the Application of Reading Strategies: A Qualitative Study
DOI:
https://doi.org/10.69475/RATEI.2024.2.4Keywords:
Application of Reading Strategies; EFL Teachers; Instructional RolesAbstract
This study aimed to scrutinize EFL teachers’ instructional roles in applying the pre-, while, and post-reading strategies in reading comprehension classes. The study adopted an exploratory case study design. Using the convenience sampling technique, six EFL teachers were selected. The data collection method involved observations, and interviews. Using QSR-NVivo 10 software, the interview data were analyzed. The interview results show that participants apply pre-reading strategies to help students minimize comprehension barriers, predict the passage, and activate their background knowledge. Besides, during reading, they organize the students to read and comprehend the passage silently and individually and do comprehension activities. After reading, the participants assign students to do comprehension questions both in the classroom and at home. However, the observation data showed that they infrequently implemented the pre-, while, and post-reading strategies. In light of the results, the study concluded that the participants did not have consistent instructional roles in applying the reading strategies. The situation calls for in-service training, and workshops for EFL teachers in the target secondary school.
References
Aghasafari, P., & Malayeri, F. A. (2015). Improving Students’ Reading Comprehension through Text Structure.
Agustina, S. (2012). The Effect of Using Prediction Guide Strategy Toward Reading Comprehension at the First Year Students of Senior High School 14, Siak Tualang of Siak Regency.
Akbari, M., Seifoori, Z., & Ahour, T. (2018). Enhancing Comprehension and Production of Argumentation through Critical Thinking Awareness-Raising. Linguæ & - Rivista Di Lingue e Culture Moderne, 16(2), 7. https://doi.org/10.7358/ling-2017-002-seif
Alfisyahrin, R. (2022). Student of Fakultas Tarbiyah dan Keguruan Department of English Language Education.
Amina, B. (2022). Exploring the metacognitive reading strategy awareness in promoting students’ reading comprehension skills. Global Journal of Foreign Language Teaching, 12(4), 203–212. https://doi.org/10.18844/gjflt.v12i4.7400
Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1987).Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text? Reading Research Quarterly, 22(3), 331. https://doi.org/10.2307/747972
Atinafu, B. (2018). Investigating the Interplay between Teachers’ Beliefs and Practice in Reading Strategy Use: A Case of Bahir Dar Town Secondary Schools EFL Teachers. 2(1).
Azizifar, A., Roshani, S., Gowhary, H., & Jamalinesari, A. (2015). The Effect of Pre-reading Activities on the Reading Comprehension Performance of Ilami High School Students. Procedia - Social and Behavioral Sciences, 192, 188–194. https://doi.org/10.1016/j.sbspro.2015.06.027
Azmi, A., Yusra, K., & Arifuddin, A. (2020). The Effect of Skimming and Scanning Strategies on Students’ Reading Comprehension at Computer-Based Text. Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS 2019). Mataram, Indonesia. https://doi.org/10.2991/assehr.k.200827.019
Batang, B. L. (2015). Metacognitive Strategy Awareness and Reading Comprehension of Prospective Pre-Service Secondary Teachers. 3(4).
Bouknify, M. (2023). Importance of Metacognitive Strategies in Enhancing Reading Comprehension Skills. Journal of Education in Black Sea Region, 8(2), 41–51. https://doi.org/10.31578/jebs.v8i2.291
Cekiso, M. (2012a). Reading comprehension and strategy awareness of Grade 11 English second language learners. Reading & Writing,3(1). https://doi.org/10.4102/rw.v3i1.23
Chowdhury, T. A., & Ara, A. (2021). Pre-teaching Vocabulary in Teaching Reading Skill: A Hindrance to Learner Autonomy? Indonesian TESOL Journal, 3(2), 123–132. https://doi.org/10.24256/itj.v3i2.1818
Creswell, J. (2014). Research Design: Qualitative Quantitative and Mixed Methods. SAGE.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3. ed., [Nachdr.]). SAGE Publ.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (third edition). SAGE.
Deshpande, S. K. (2016). Activating Background Knowledge: An Effective Strategy to Develop Reading Comprehension Skills. Journal of English Language Teaching and Linguistics, 1(3). https://doi.org/10.21462/jeltl.v1i3.28
Dhillon, B. P. S., Herman, H., & Syafryadin, S. (2020). The Effect of Skimming Method to Improve Students’ Ability in Reading Comprehension on Narrative Text. Linguists : Journal Of Linguistics and Language Teaching, 6(1), 77. https://doi.org/10.29300/ling.v6i1.2991
Duffy, G. G. (2009). Explaining reading: A resource for teaching concepts, skills, and strategies (2nd ed). Guilford Press.
Eliata, N. M. A., & Miftakh, F. (2021). Emphasizing Text Structure Strategy Instruction to Scaffold 11th Grade Students’ Reading Comprehension. Journal of Languages and Language Teaching, 9(4), 411. https://doi.org/10.33394/jollt.v9i4.3998.
Ghorbani Shemshadsara, Z., Ahour, T., & Hadidi Tamjid, N. (2019). Raising text structure awareness: A strategy of improving EFL undergraduate students’ reading comprehension ability. Cogent Education, 6(1), 1644704. https://doi.org/10.1080/2331186X.2019.1644704
Gibbs,G.(2007).Analyzing Qualitative Data. SAGE Publications, Ltd. https://doi.org/10.4135/9781849208574
Haque, F. (2019). EFL Teachers and Learners Perception of Metacognitive Reading Strategy and Academic Performance: A Survey of Undergraduate Students in Bangladesh.
Henk, W. A., Moore, J. C., Marinak, B. A., & Tomasetti, B. W. (2000). A Reading Lesson Observation Framework for elementary teachers, principals, and literacy supervisors.
Iklima, P. S., Yunus, M., & Sholihah, F. A. (2019). The Effect of Previewing Text on Freshmen Reading Comprehension Skills. Universitas Islam Malang.
Imran Ahmed, Munawer Sultana, Syed Waqarul Hasan, & Zahid Ali. (2024). While-reading Strategies and Their Effectiveness on Reading Comprehension Skill: An Experiment on Secondary School Students in Pakistan. International Journal of Social Science & Entrepreneurship, 4(1), 153–162. https://doi.org/10.58661/ijsse.v4i1.251
Irawati, I. (2019). Use of questioning strategy to facilitate students’ reading comprehension in Taiwan. Journal on English as a Foreign Language, 9(2), 217–230. https://doi.org/10.23971/jefl.v9i2.1375
Mekonnen, W. (2020). Pedagogic Strategies in Teaching Reading Comprehension: A Case Study of Three EFL Teachers.
MoE. (1994). Education and Training Policy of Ethiopia. St.George Printing Press, Addis Ababa.
Mousavian, S., & Siahpoosh, H. (2018). The Effects of Vocabulary Pre-teaching and Pre-questioning on Intermediate Iranian EFL Learners’ Reading Comprehension Ability. International Journal of Applied Linguistics and English Literature, 7(2), 58. https://doi.org/10.7575/aiac.ijalel.v.7n.2p.58
Nurie, Y. (2017). Pedagogical Practices in Teaching Reading Comprehension: A Case Study of Three EFL Teachers in a Secondary School in Ethiopia. PASAA, 54(1), 108–140. https://doi.org/10.58837/CHULA.PASAA.54.1.5
Oluoch, E. A., Odundo, P. A., & Kahiga, R. M. (2023). Activating Background Knowledge, Reading Comprehension and Learner Achievement in Primary Schools in Nairobi City County, Kenya: Addressing Understanding. Teacher Education and Curriculum Studies. https://doi.org/10.11648/j.tecs.20230804.12
Phuong, N. T. Y., & Trang, N. H. (2021). High School EFL Teachers’ Perception of the Use of Pictures in Pre-Reading Stage. International Journal of Science and Management Studies (IJSMS), 267–284. https://doi.org/10.51386/25815946/ijsms-v4i5p123
Regassa, T., & Teshome, G. (2015). Teachers’ Beliefs system of teaching reading and their Classroom Practices: Concerning High Schools of Jimma and East Wollega Zones. 5(1).
Safrianti, R. (2020). Reading Teaching Strategies Used by English Teachers at Senior High School 1 Ampek Angkek. Proceedings of the 7th International Conference on English Language and Teaching (ICOELT 2019). Padang, Indonesia. https://doi.org/10.2991/assehr.k.200306.060
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology, 42(3), 214–240. https://doi.org/10.1080/02702711.2021.1888348
Sumirat, R., Padilah, C. F. R., & Haryudin, A. (2019). The Use of Predictions Strategy in Improving Students’ Reading Comprehension. Project (Professional Journal of English Education), 2(4), 521. https://doi.org/10.22460/project.v2i4.p521-525
Tanjung, P. A. (2019). Differentiated Instruction in Accommodating Individual Differences of EFL Students. English Language Teaching, 6(2).
Taye, G., Legese, G., & Negash, A. (2018). The Effect of Teaching Key Vocabularies at the Pre-Reading Stage of Teaching Reading on Students’ Reading Comprehension Skills: The Case of Grade 9 Students at Newland High School, Ethiopia. International Journal of Sciences, 39(1).
Yeni Mardiyana Devant, A. R. A. (2017). The Use of Questioning Strategy to Improve Students’ Reading Comprehension. ELLITE: Journal of English Language, Literature, and Teaching, 1(2). https://doi.org/10.32528/ellite.v1i2.465
Yin, R. K. (2011). Qualitative research from start to finish. Guilford.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Solomon Woldetensay, Dr.Berhanu Bogale (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.