EFL teachers’ practices while teaching reading comprehension in Jordan: Teacher development implications

Abstract

This study investigated in-service English as foreign language (EFL) teachers’ practices while teaching reading comprehension at schools. Thirty EFL teachers were observed to identify their current practices and teaching quality. To triangulate the trustworthiness of the data, out of those thirty, ten EFL teachers were interviewed. The observation data were analyzed using descriptive statistic particularly frequencies and percent, and the interview data were analyzed using thematic content analysis. The findings of the study revealed that teachers taught students reading comprehension traditionally. Most of the observed and interviewed teachers knew the names of the reading comprehension strategies and the stages of teaching reading comprehension. However, they did not know how to employ and practice them. Based on the results, it is necessary to design professional development programs to empower EFL teachers on how to present these strategies and to conduct further research on this topic while considering other variables, like experience and the nature of curricula.

Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies

“…Ultimately, EFL teachers need to promote metacognitive strategies that tailor students' needs and individual differences. This will enable students to become more familiar with and make use of the metacognitive strategies on their own (Al-husban, 2019;Irawati, 2019;Nimasari, 2016).…”

<span><strong>TESOL-major students&rsquo; perceptions and practices on group autonomy at Dong Thap University</strong></span>

“…The concept of learner autonomy (LA) has remained a popular topic in language learning, with researchers examining this field in various global locales. These scholars have explored definitions, dimensions of LA, as well as EFL teachers' and students' perceptions and practices regarding LA (e.g., Holec, 1981;Chan et al, 2002;Benson, 2006;Borg, 2006;Balcikanli, 2010;Borg & Al-Busaidi, 2012a;Joshi, 2011;Dang, 2012;Le, 2013;Talley, 2014;Keuk & Heng, 2016;Haji-Othman & Wood, 2016;Tapinta, 2016;Alhaysony, 2016;Nguyen, 2016;Dogan & Mirici, 2017;Le, 2019;Tuan, 2021;Al-husban & Tawalbeh, 2023). In the past five years, some studies have focused on project work, collaboration, and cooperation via task-based learning and teacher supervision to enhance LA skills in classroom language learning (e.g., Lynch & Orr, 2016;Nguyen, 2017;Feick, 2018;Lin, 2019;Yasmin & Naseetm, 2019;Chowdhury, 2021;Dang & Nguyen, 2023).…”

Hello Talk: An Alternative Media for Improving Writing Skills for Higher Education

“…Various factors influence the quality of foreign language production in particular. The factors are vocabulary mastery, understanding sound elements, actualizing foreign language sentences, and the intensity of foreign language use (Al-Husban & Tawalbeh, 2023). Based on the language element, students are expected to be able to master and implement the form of productive skills, one of which is writing skills.…”