A study on teachers’ beliefs, practices and students’ application Of reading phases: the case of grade 10 at geballa secondary School

Abstract

The main objective of this study was to assess teachers’ beliefs, practices and students application of reading phases at Geballa Secondary School. To achieve the objective of the study, survey research design was employed. To collect data from the participants, questionnaire, class room observation and semi-structured interview was used. The collected data was analyzed quantitatively (descriptive statics such as mean, standard deviation, frequency, percentage) and qualitatively. To achieve the objective of the study, 147 grade 10 students who were selected using the lottery method from Geballa Secondary School and 4 English language teachers were the participants of the study. The study used both quantitative (student questionnaire) and qualitative data (classroom observation and teacher interview). Student questionnaires were employed to collect data about the students’ application of reading phases in the EFL classroom. In addition, classroom observation was used to gather data about teachers’ classroom practices concerning teaching of reading and reading phases. Moreover, teacher interviews were conducted in order to gather data concerning English teachers’ beliefs about teaching reading phase, and the factors that affect classroom practices of teaching reading phases. The data were analyzed using both quantitative (frequency, percentage and mean) and qualitative (inductive analysis) methods and the results were merged at the discussion stage for triangulation. The study revealed that almost all the students in this study did not have the knowledge of most of the reading phase in general and usually stage to using few prereading, while reading and post reading phase in the EFL classes. The major findings revealed that a study on teachers’ use of practices and students application of the reading phase 4 in the EFL classes were also very poor. Most of the teachers used few reading phase to prepare the learners for reading the given texts. Generally, there was no outstanding use of all the reading phase by the teachers and students in the classroom. Furthermore, according to the data collected through the interview, teachers had a view on / belief about what works well to some extent but they did not put their opinion into practice. Moreover, students’ lack of interest towards reading, bulkiness of the content of the instructional materials and equipment’s in teaching learning classroom. This made the practice of reading skills difficult in classroom. Teachers’ and students’ interest to focus on the grammar (linguistic competence) were the major factors that affect classroom practices of teachers teaching. Finally, 0n the basis of findings were conclusions and recommendations were made and forwarded that teachers are expected to adapt text book and design practices activities reading phases to teach language skills teachers and students should be their beliefs and practices on reading phases in the classroom.