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.
Keywords
Full Text:
PDFArticle Metrics
Abstract view : 1849 times | PDF view : 590 timesReferences
Al-husban, N. A., & Alkhawaldeh, A. (2016). Exploring English as a foreign language (EFL) female teachers ’ knowledge of Marzano ’ s research-based instructional strategies and its relationship with their level of performance in teaching reading comprehension at the educational directorate of Zarqa. Dirasat-Educational Science Journal, 5( 43), 2195–2207.
Al-jamal, D., Al-hawamleh, M., & Al-jamal, G. (2013). An assessment of reading comprehension practice in Jordan. Jordan Journal of Educational Sciences, 9(3), 335–344.
Alhabahba, M. M., Pandian, A., & Mahfoodh, O. H. A. (2016). English language education in Jordan: Some recent trends and challenges. Cogent Education, 3(1), 1–14. https://doi.org/10.1080/2331186X.2016.1156809
Asassfeh, S. M. (2013). Prospective EFL teachers: What language learning beliefs do they hold? Asia-Pacific Education Researcher, 24(1), 13–26. https://doi.org/10.1007/s40299-013-0154-1
Cohen, L. Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). London: Routledge
Dole, J. A., (2002). Comprehension strategies. Literacy in America: An Encyclopedia of History, Theory, and Practice, 1(1), 85-88.
Enyew, C., & Yigzaw, A. (2016). Teacher’s current practices of teaching reading and grade four students’ reading achievement in Dona Berber primary school. Science, Technology and Arts Research Journal, 4(3), 265-276. https://doi.org/10.4314/star.v4i3.38
Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom practices: A case study. RELC Journal, 44(2), 163–176. https://doi.org/10.1177/0033688213488463
Freahat, N. M., & Al-Faoury, O. H. (2015). Reading passages and skills in Jordanian high school and university EFL textbooks: A comparative analytical study. Theory and Practice in Language Studies, 5(1), 16. https://doi.org/10.17507/tpls.0501.03
Gilakjani, A. P, & Sabouri, N. B. (2016). How can students improve their reading comprehension skill? Journal of Studies in Education, 6(2), 229. https://doi.org/10.5296/jse.v6i2.9201
González, A. M. G. (2017). Reading comprehension in an English as a foreign language setting: teaching strategies for sixth-graders based on the interactive model of reading. Folios, 45(1), 159–175. https://doi.org/10.17227/01234870.45folios159.175
Henk, W. A., Marinak, B. A., Tomasetti, B. W., & Moore, J. C. (2000). A reading lesson observation framework for elementary teachers, principals, and literacy supervisors. Reading Teacher, 53(5), 358–369.
Klapwijk, N. M. (2012). Reading strategy instruction and teacher change: Implications for teacher training. South African Journal of Education, 32(2), 191–204. https://doi.org/10.15700/saje.v32n2a618
Li, P., & Clariana, R. B. (2019). Reading comprehension in L1 and L2: An integrative approach. Journal of Neurolinguistics, 50 (1), 94–105. https://doi.org/10.1016/j.jneuroling.2018.03.005
Manoli, P. & Papadopoulou, M. (2014). Reading Comprehension practices in Greek elementary EFL classrooms 1. Cefr, 1, 1–22.
Mckeown, M. G., Beck, I. L., & Blake, R. G. K. (2009). Rethinking reading comprehension. Reading Research Quarterly, 44(3), 218–253. https://doi.org/dx.doi.org/10.1598/RRQ.44.3.1
McLaughlin, M. (2012). Reading comprehension: What every teacher needs to know. Reading Teacher, 65(7), 432–440. https://doi.org/10.1002/TRTR.01064
Ness, M. K. (2009). Reading comprehension strategies in secondary content area classrooms: Teacher use of and attitudes towards reading comprehension instruction. Reading Horizons, 49(2), 143–166. https://doi.org/10.1080/02568543.2010.531076
Ngabut, M. N. (2015). Reading theories and reading comprehension. Journal on English as a Foreign Language, 5(1), 25–36.
Noor, H. M. (2016). Second language reading comprehension strategies in Brunei Darussalam’s primary schools. Unpublished Doctoral Dissertation. Queensland: The University of Queensland.
Ong, B. (2016). Understanding and practice of teaching reading in content areas in upper elementary classes in Suburban public schools in Cambodia. ProQuest Dissertations and Theses, 303. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/76576/3/Ong_Bopha_201611_PhD_thesis.pdf
Ortlieb, E. (2013). Using anticipatory reading guides to improve elementary students’ comprehension. International Journal of Instruction, 6(2), 145–162.
Pardo, L. S. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58(3), 272–280. https://doi.org/10.1598/rt.58.3.5
Phenix Center for Economics and Informatics Studies (PCEIS). (2014). Improving the quality of primary public education in Jordan. 1–6. Retrieved from http://www.phenixcenter.net/uploads/en_phenixcenter.net_635440421456559882.pdf
Pressley, M. (2001). Comprehension instruction: What makes sense now, what might make sense soon. Reading Online, 5(2).
Priajana, N. (2015). Student teachers’ reading habits and preferences. Journal on English as a Foreign Language, 3(2), 71-76. https://doi.org/10.23971/jefl.v3i2.65
Rahman, M. M., Singh, M. K. M., & Pandian, A. (2018). Exploring ESL teacher beliefs and classroom practices of CLT: A case study. International Journal of Instruction, 11(1), 295–310. https://doi.org/10.12973/iji.2018.11121a
Qarout, D., Pylvainen, R, Dahdah., S & Palmer, R. (2015). Jordan teachers, survey of Queen Rania foundation. Retrieved 12/2/2019 from https://www.qrf.org/sites/default/files/Jordan%20Teacher%20Survey%202015.pdf
Rublik, N. (2017). Language acquisition and cultural mediation: Vygotskian theory. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1),334- 345.
Smadi, O., & Linguistics, A. (2015). The Effect of an instructional reading program based on the successful readers’ strategies on Jordanian EFL eleventh grade students ’ reading comprehension. Journal of Education and Practice, 6(15), 76–88.
Sofiana, N. (2018). Developing cooperative integrated reading and composition-based role-playing game application as an alternative media in the reading learning. Journal on English as a Foreign Language, 8(2), 170-188. https://doi.org/10.23971/jefl.v8i2.887
Takallou, F. (2011). The effect of metacognitive strategy instruction on EFL learners’ reading comprehension performance and metacognitive awareness. Asian EFL Journal, 13(1), 272–300
Talebi, M., & Marzban, A. (2015). The effect of teaching critical reading strategies on advanced Iranian EFL Learners' vocabulary retention. Theory and Practice in Language Studies, 5(3), 572-580.
DOI: https://doi.org/10.23971/jefl.v9i2.1288
Article Metrics
Abstract view : 1849 timesPDF - 590 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Journal on English as a Foreign Language
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].
Editor and Administration Address:
Department of English Language Education, Faculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: jefl@iain-palangkaraya.ac.id, Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl
OAI address of JEFL is available at http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/oai
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.