EFL Teacher and Students’ Perceptions and Practice of Implementing Reading Strategies

Abstract

This study investigates the perceptions and practices of EFL teachers and students in implementing reading strategies in the English language classroom. A descriptive survey design was employed, with 200 grade eleven students and 30 teachers randomly selected from Winy-Diew high schools. Data collection tools included questionnaires, classroom observations, and interviews. Data analysis was conducted using SPSS Version 27.0, with descriptive statistics and thematic analysis. The findings revealed that both teachers and students have negative perceptions about implementing and practicing reading strategies properly. To improve reading competence, it is recommended that teachers be sensitized to the differences between their perceptions and practices and provide instructions on using reading strategies