Elementary EFL Teachers’ Familiarity with Reading Strategies

Manoli, Polyxeni; Παπαδοπούλου, Μαρία

doi:10.1016/j.sbspro.2014.01.532

Cited by 3 publications

(4 citation statements)

References 29 publications

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“…This current study emphasized how EFL teachers implemented strategies in teaching reading skills. Some relevant studies, such as what (Dwiningtyas et al, 2020;Manoli & Papadopoulou, 2014;Mistar et al, 2016;Nguyen, 2022;Wibowo et al, 2020) did in their studies. This study is rarely conducted in the context of education level, that is, on EFL teachers of lower secondary schools.…”

Section: A Introductionmentioning

confidence: 97%

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EFL Teachers’ Strategies in Teaching Reading Skill in Lower Secondary School

Apoko¹,

Marcellinda²

2023

edu

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Reading is a receptive skill that students require, and it takes work to teach reading. Thus, teaching strategies for reading skills attracting students' interests are the keys to better reading comprehension. This study aimed to investigate EFL teachers’ strategies in teaching reading skills in lower secondary schools, how they implemented the strategies in teaching reading comprehension, and the student's responses. The method of this research was a qualitative design. The subjects of this research were six EFL teachers of SMPN 28 Tangerang, Banten. The instruments of this study were observation and interview. The study results showed four strategies the EFL teachers used in teaching reading skills: Scaffolding, Think-aloud, Question Answer Relationship (QAR), and Teacher as a Center. Thus, it is suggested that EFL teachers use various teaching strategies for reading skills to improve students' reading skills. The variety of EFL teachers' strategies would provide more pleasant and exciting learning atmospheres, encouraging the students to be interested in reading English texts.

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Section: A Introductionmentioning

confidence: 97%

“…51276/edu.v4i1.351 involved in teaching students how to apply reading strategies to comprehend EFL reading texts to contribute to learning independently. They must become more familiar with reading strategies (Manoli & Papadopoulou, 2014).…”

Section: A Introductionmentioning

confidence: 99%

EFL Teachers’ Strategies in Teaching Reading Skill in Lower Secondary School

Apoko¹,

Marcellinda²

2023

edu

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“…Previous research has shown that reading strategies can improve reading comprehension (e.g. Baier, 2005;Clifford , 2008;Denton, et al, 2015;Hashemi, et al, 2014;Küçükoğlu, 2013;Manoli &Papadopoulou, 2014;Sporer, et al, 2009;Yukselir, 2014;Zhang , 2008). Reviewing these learners' factors, it is clear that reading strategies have been adequately investigated in western countries, however, limited research has been done in EMI/EFL settings among primary students.…”

Section: Issues Around Emimentioning

confidence: 99%

“…Akkakoson, 2013;Manoli & Papadopoulou, 2014;Yukselir, 2014). However, extensive investigations into RCS only started approximately three decades ago, with the work of Hosenfield (1977).…”

Section: Reading Comprehension Strategiesmentioning

confidence: 99%

Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools

Noor¹

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Considerable research has shown that the use of reading comprehension strategies (RCS) in the learning of second language (L2) has positive effects on students' reading comprehension (RC) performance. However, the development of L2 reading comprehension has been a challenge to Year 6 classes in Brunei that take place in an English as a foreign language (EFL) societal environment where both students and teachers have to achieve and work through English as a medium of instruction (EMI). In this complex environment, English reading comprehension amongst students in Brunei has been identified as an area that needs to be improved. The purpose of this study was to develop a deeper understanding of the complex relationships between the learning and teaching of RCS and the lived experience of Bruneian Year 6 students and teachers in EFL/EMI settings. This was achieved through an investigation of the facilitating or hindering factors involved in learning and teaching of RCS in L2 RC EFL/EMI classrooms, and an exploration of ways students and teachers manage EFL and EMI in the learning and teaching of RCS in L2 RC lessons. Engeström's Second Generation Activity Theory (2001) was used both as a theoretical framework and a method for analysis to generate a rich description of the complex environment in which the learning and teaching of RCS occurs.This study employed an instrumental case study using a sequential exploratory design and a mixed method approach. A total of 477 Year 6 students and 57 teachers participated in this study. In the first phase, data were collected from the students and teachers using RCS self-report surveys.This was followed by students undertaking a reading comprehension stimulation task, students' group interviews, teachers' interviews and classroom observations. Quantitative data were analysed using SPSS and thematic analysis was undertaken for the qualitative data.This study found that students and teachers were aware of the role of RCS in enhancing reading comprehension. However, the facilitating or hindering factors of EMI in EFL environment within an examination orientated education system such as students' perceived English competencies, limited instructional resources, and teacher directed pedagogical practices led to complexities in implementing RCS in the learning and teaching of L2 RC. The findings of this research provided evidence of some of the facilitators and hindrances of the learning and teaching of L2 RC, specifically the impact of EFL/EMI in the use of RCS in the bilingual classroom, and the ways students and teachers manage the learning and teaching of L2 RC within a complex system. This study further suggests that the learning and teaching of RCS in L2 RC lessons should be seen ii as complex as it is closely related to EMI policies in EFL setting within an examination orientated education system.The study adds to our understanding of RCS teaching and learning through the exploration of a context new to language learning strategies (LLS) research, that is, the use of...

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