LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:10 October 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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The Interplay between EFL Teachers’ Perceived and
Actual Classroom Practices of Reading Instruction

Fetene Getaw, Tamiru Olana, Ph.D. and Rufael Disasa, Ph.D.

Abstract

The main purpose of the study was to explore secondary school EFL teachers’ perceived and actual classroom practices of reading instruction at Addis Ababa City. To this end, the study used descriptive survey research design. To gather the required data from the research participants, three data gathering tools; namely, questionnaire, interview and classroom observation were employed. Interview and questionnaire were employed to explore EFL teachers’ perceived practices of reading instruction. However, classroom observation was done to assess teachers’ actual classroom practices of reading instruction. Concerning the research site and participants, eight secondary schools (grade 9 and grade 10) in the Akaki-Kality Sub-city were included for the study. From those eight schools, 70 English language teachers who were teaching in the academic year of 2013 E.C at Akaki-kality sub-city were made to involve in filling the questionnaire whereas, interview and classroom observation were arranged with eight EFL teachers. Participants of the study were selected purposively. Finally, the data attained by using questionnaire, interview and classroom observation was analyzed quantitatively and qualitatively. Data from questionnaire (quantitative data) was analyzed by using SPSS version 20, whereas data from interview and classroom observation (qualitative data) were narrated and described.

The finding showed that EFL teachers’ perceived classroom practice was found to be contradicting with that of their actual classroom practices. Their perceived classroom practices shows that they implement top-down approach of reading instruction. However, their actual classroom practices didn’t confirm that fact. They inclined to the bottom-up approach of reading in their instruction in their actual classroom practices.

Keywords: teachers’ perceived practice, actual classroom practice, reading instruction, secondary school, Addis Ababa

1. Introduction

There is broad consensus among scholars that high-quality instruction is crucial for the overall quality of education. For teachers to be able to provide high-quality instruction, they need training exposures or opportunities to persistently improve their competencies and to learn about recent developments in the subjects they teach as well as new didactic approaches.

Good and Brophy (2003) as cited in Richer, E. & et al (2021), in planning for and interacting with students, teachers are guided by their perceptions about what students need and by their expectations about how students will respond if treated in particular ways. Also, teachers’ perceptions about the academic ability of the class or of individual students may influence their curricular, instructional, or evaluative decisions.

Teachers’ perceptions of their instruction are an influential force in their decisions and actions. It is also said to affect their behaviors, instructions, activities, and their expectations. Moreover, it impacts learners’ achievement or performance. So, the study intended to find answer for the following research questions.

1. What are EFL teachers’ perceived practices of reading instruction?

2. How do teachers conduct actual classroom practices of reading instruction?

3. Is there any relationship between teachers’ perceived and actual classroom practices of reading instruction?
Fetene Getaw: My grateful thanks are due to
Major Advisor: Tamiru Olana, PhD (Associate Professor)
Co-Advisor: Rufael Disasa, PhD (Associate Professor)

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Fetene Getaw
Department of English Language and Literature
Institute of Language Study and Journalism
Wollega University, Nekemte, Ethiopia
1234fetene@gmail.com +251953938106

Tamiru Olana, Ph.D.
Associate Professor
(Corresponding Author)

Rufael Disasa, Ph.D.
Associate Professor

Department of English Language and Literature
Institute of Language Study and Journalism
Wollega University, Nekemte, Ethiopia, P.O. box 395
1234fetene@gmail.com Mob, +251953938106
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