Abstract—This study was conducted in order to get insight into the beliefs of the teachers of English as a foreign language about teaching reading strategies and its role in enhancing EFL learning. It also aimed at exploring how such beliefs are reflected on the teachers’ classroom practices. The subjects of the study were all the EFL teachers at Taif University in Saudi Arabia. The hypotheses of the study were: EFL teachers have their own beliefs regarding teaching reading strategies, teaching reading strategies plays an important role in enhancing learning English as a foreign language, and that classroom practices reflect the teachers’ beliefs.After reviewing the literature, the researcher used two instruments for gathering data for the study. First, he designed a questionnaire to be used with the subject teachers. After that, the researcher visited the teachers’ classrooms for observation. After analysing the gathered data, it appeared that the EFL teachers have strong beliefs about the importance of teaching reading strategies and its role in enhancing EFL learning. It was also revealed that the teachers’ classroom behaviours do not correspond to the beliefs they hold about teaching reading strategy.
1. Reading
Obviously, reading newspapers, magazines, written texts, telephone directories, labels on medicine bottles are different forms of reading. The reading ability can be naturally developed only through continuous reading. In addition, there are so many different attempts for giving certain definitions for reading. In this vein, Carrell explains that “reading is by far the most important of the four skills in a second language, particularly in English as a second or foreign language” (Carrell, 1988).
Also, Harris describes reading as the "visual perception of the shapes and meanings of words"(Harris, 19). In addition(Goodman,1971) defines reading as "a psycholinguistic process in that it starts with a linguistic representation encoded by a writer and ends with meaning which the reader constructs," (Goodman, 1971, 2008).
Likewise, (Crawford 2005) describes reading as a complex process that involves both bottom-up processes such as word recognition and top-down processes such as prediction, (Crawford, 2005).
2.Comprehension
(Brantmeier2004) argues that comprehension is the most effective element in the reading process (Brantmeier, 2004). Similarly, (Yigiter and Gurses, 2005) see reading is meaningless and empty without comprehension.
Likewise,(Richek, List and Lerner, 1983) state that two different theories describe reading comprehension; the first theory states that reading comprehension cannot be broken down into smaller sub-skills and reading comprehension depends on the information and knowledge in the reader's head while reading process .The interaction between the reading material and the reader is a prominent example for the first theory. The second one defines reading as a collection of sub- different skills like supporting details of a text or identifying the main idea (Richek, and Lerner, 1983).
According to Pang (2003) comprehension and word recognition are related to reading .Also, they define reading as “a complex activity that involves both perception and thought”. The comprehension can be defined as making sense of words, sentences and related passage. The written text can be understood by readers through making use of language, background knowledge, vocabulary and experience of the
EFL Teachers’ Beliefs and Actual Classroom Practices of Teaching Reading Strategies
text. Also, word recognition can be explained as how the spoken language is compatible with written symbols. A. In the same point, (Zimmerman and Hutchins, 2003) state that both internal and external factors are the main
components of reading.The process of translation is the exact meaning of external factor ,However, the students' real understanding to the content of a text is the exact meaning for internal one. (Zimmerman and Hutchins, 2003; as cited in Gibson, 2009).
3.Reading Models
According to Rayner and Poll (1989) the most common models of the reading process are the bottom-up, top-down and interactive models . Also the researcher pays great attention to three models of reading in general and top down in particular and schema details.
The Top-down Model
According to Nzwala (2007) the top-down and the bottom-up are alternative approaches to reading. The supporters to these approaches don’t concentrate on the text. So, the reader is the centre of reading process. In additions, this approach focuses on the reader's previous knowledge as a source of reading.
In the same vein Yan (2004) mentions that “The shift from the bottom-up approach to the top-down approach is theoretically from one extreme to another,” so, attention isn't given to the explanation process in reading comparing to the reader's interaction in reading process.
This approach concentrates on meaning of the reading rather than the form .In addition this approach emphasizes the relationship between the reader and the text comparing to the connection among the text's content Also, the top-down model explains effectively the positive role of the reader of how to deal with the text by giving in details different knowledge related to the given text.
According to Grabe (1988) reading is "a dialogue between the reader and the text," so this point of view doesn’t concentrate on the given meaning in reading process only but also the ability of the reader to connect his own previous information with the given text. Also, Tierney and Pearson (1994 )consider the reader's previous knowledge is the first basis in catching meaning and the essential element in
reconstructing the meaning. In addition Smith ( 1994 ,p2 )sees reading as a dynamic activity not a passive one "purposeful and rational, dependent on the prior knowledge and expectations of the reader. It is a matter of making sense of written language rather than decoding print to sound,"
In the same point Abbott (2006) considers that the bottom-up model is “text or data driven,” and the top-down one is“concept driven”. Also,Urquhart and Weir (1998) consider the reader's predictions to the text are more important than neglecting some parts of the text. So being a correct reader, more careful reading should be done by the reader him/herself.Goodman (1967) defines reading process as a “psycholinguistic guessing game,”
Actually, The top-down and bottom-up models of reading have faced much criticism although both models consider the reader as the most important element in reading process. For example,Samuels and Kamil (1988,32) state that the reader can give real meaningful predictions about the topic only if he/she has sufficient previous knowledge about the text. Although the reader has ability for generating the predictions about the text, Stanovich (1988) state that“the generation of hypotheses would actually be more time consuming than decoding.” . In other words, if the reader has ability for decoding words in the text, he/she spends longer time in making predictions. So many describe top-down model as inconvenient performance of experienced readers.
According to Eskey (1988) top-down model hasn’t been considered as an active method in reading process and points that “poor readers are just as likely as good ones to rely on prior knowledge in deciphering texts” . Also he considers using this model intext's understanding is much better than recognition words.
4.SchemaTheory and the Reading Process
Nunan(1999) focuses on the notion that schema theory is the past knowledge in one's mind that positively helps in getting new experiences. According to Anderson and Pearson (1988) the comprehension of a text is the modifications and the accumulations between the connections of old and new knowledge in the text. They state that:
for the information in the text, or else that she has modified an existing mental home in order to accommodate that new information.
5.Characteristics of a Good Reader
Actually, both good and bad readers use different techniques in reading process. According to Goodman (1988) the good readers have ability to read proficiently and efficiently and get much improvement in performance with little efforts.
Similarly, Pang et al (2003) explain that good readers have a positive change in performance through reading more that helps in getting more vocabulary and experiences.In addition, reading with ease, accuracy and understanding are good characteristics of good readers.
In the same point, McLaughlin and Allen (2002) claim that the good readers positively use different techniques of comprehensions in process of reading a text. These techniques of reading comprehension are various such as predicting, evaluating, previewing, summarizing, making relations and knowing how words work.
Likewise ,Zimmerman and Hutchins (2003) claim that making connections, asking questions, making inferences, determining importance, synthesizing information, and visualizing while reading are different the basic strategies to reading comprehension.Some more light is shed on each of these strategies in the following sub-sections.
A. Connecting
The good reader is able to use his/ her background knowledge in making connections with new information and what he/she has already known. So Zimmerman and Hutchins (2003) claim that text-to-text, text-to-self and text-to-world are three different types of connections that the readers have when they are dealing with new texts. When a good learner or reader reads a new book or a text, he /she can connect it with similar books or texts he/she has read before.
B. Questioning
Zimmerman and Hutchins (2003) explain that while reading process, the good reader can ask different questions about the author, him/herself and the text itself.
c. Making Inferences
According toZimmerman and Hutchins (2003) the good readers can make different explanations and implications that aren’t openly mentioned in the given text
D. Visualizing
Also, Zimmerman and Hutchins (2003) declare that the sensory images and mental ones of the text's notions can be created by the sufficient reader.Also, the good reader can visualize the texts that he/she is reading into different parts.
Totally, the above mentioned strategies are very crucial elements to improve the learners' motivation and interest in reading. Also, these different strategies help learners overcome all their reading problems.More importantly, the EFL teacher should be skilled and knowledgeable enough to select those strategies most appropriate to the needs of his/her students.
9. Reading Strategies and Enhancing EFL Learning
If teachers understand the nature of reading comprehension and learning from a text, they will have the basis for
evaluating and improving learning
environments. (Tierney and Pearson 1994).
According to Bown “where there is no reading, there is no improvement in foreign language learning,” and that “the potential problems in reading lie mainly in the traditional way of teaching reading” Bown (2004). Equally, Nation suggests that “Success in reading…makes learners come to enjoy language learning and to value their study of English”. Reading strategies are the ability of understanding structures, read text and knowing their different goals, so since learners acquired knowledge they will rationalize the written texts better.
Researchers uncover the role of reading strategies improvement through utilizing reading process in proficiency, use and language comprehension.
Not only are the results of research now indicating that both more successful and less successful learners at any level of proficiency can learn how to improve their comprehension and production of a foreign language, but in addition it would appear that explicit instruction in the development, application, and transfer of language strategies is preferable to implicit instruction (Cohen, 1998).
Teachers have to find a better way to contribute and share reading techniques with learners.
Moreover, Zhang affirmed learners' motivation is very important in learning strategic reading (Zhang, 2007).
Seong-eun (2009) surveyed the effect of strategy training on the reading understanding and reading proficiency level of EFL learners. The results showed that learners were enhanced after acquired the strategic reading process.
10. The Importance of Teaching Reading Strategies Acquiring reading strategies gives learners a motivation towards learning in general and reading in particular. So not all learners get use to strategies automatically, learners need insight upon learning strategies. Strategies are very important due to two reasons, are tool for effective learning and self-confidence which are very vital for developing communicative proficiency (Oxford, 1990).
Accordingly, one of the most important functions of the language instructor is to help students use strategies such as top-down, skimming, scanning and predicting strategies. Effective language instructors help their students develop a set of reading strategies and match appropriate strategies to each reading situation. Moreover, it is like what NGA claims that “Besides developing reading proficiency for students, teachers who train students to use reading strategies can also help them become autonomous language learners” (NGA, 2007).
By systematically teaching reading comprehension strategies and skills to students, teachers can positively affect students’ achievement in reading. . Teachers who do not just give students the tools, but also teach them how to use those tools are preparing students for success. There is an old saying that if one gives a man a fish, this man will eat for a
day but if one teaches the man how to fish, that man will eat for life. Applied to the language teaching, this proverb can be taken to mean that if students are provided with answers, the immediate problem is solved. But if they are taught the strategies to work out the answers for themselves, they are empowered to manage their own learning. All readers, no matter what their skill levels, benefit greatly from direct instruction in how to interact with a text and process information.
Anderson (1999: 4), cited in NGA (2007), suggests six strategies for consideration when teaching reading:
• A Activate prior knowledge • C Cultivate vocabulary • T Teach for comprehension • I Increase reading rate • V Verify reading strategies • E Evaluate progress
According to the NCLRC's Website, instructors can help students learn when and how to use reading strategies by:
Modeling the strategies aloud, talking through the processes of previewing, predicting, skimming and scanning, and paraphrasing. This shows students how the strategies work and how much they can know about a text before they begin to read word by word.
Allowing time in class for group and individual previewing and predicting activities as preparation for in-class or out-of-class reading. Allocating class time to these activities indicates their importance and value.
Using cloze (fill in the blank) exercises to review vocabulary items. This helps students learn to guess meaning from context.
Encouraging students to talk about what strategies they think will help them approach a reading assignment, and then talking after reading about what strategies they actually used. This helps students develop flexibility in their choice of strategies.
Statement(1): Using students’ first language is effective in giving feed-back about them.
Options Frequency Percent
Agree 43 86.0
Disagree 2 4.0
Total 50 100.0
Figure(4.1)
From above table and diagram (4.1) show that, (86%) of the respondents agree that using students’ first language is effective in giving feed-back about them, not sure(10%) and (4%) of the sample disagree with the statement. Therefore the statement is accepted.
Statement(2): Using students’ first language important in checking students’ understanding
Options Frequency Percent
Agree 40 80.0
Not sure 6 12.0
Disagree 4 8.0
Total 50 100.0
Figure (4.2)
Table (4.2) explains that the majority of the respondents agree (80%), not sure(12%) and disagree (8%). According to respondent agree that using students’ first language important
in checking students’ understanding
Since the most important goals of teaching reading is to help the students develop as strategic and independent readers, the researchers would like to make the following recommendations for EFL reading teachers on the basis of the findings of the study:
1.
It can be seen clearly that all teachers at Taif University were aware of the importance of teaching reading strategies to their students but they did not really adapt these strategies in their classrooms. Therefore, teachers should improve their own theoretical knowledge about reading strategies. Then, a number of metacognitive and cognitive strategies can be taught to students to develop their reading comprehension ability.2.
Furthermore, teachers should be given opportunities to participate in training activities that extend over one or more school years and include frequent workshops, collaborative planning and classroom observation with a peer.3.
EFL teachers should make an effort to incorporate reading strategy training into their reading instruction. Strategies should be taught through direct explanation, explicit teacher modelling, and extensive feedback. Teachers must explicitly model and explain the reading strategies that good readers use when comprehending texts.4.
After teachers have given their students explicit and formal instruction, students should be given the opportunities to practice using these strategies over and over again. More importantly, EFL readers, particularly less capable EFL readers, should be given intensive and direct strategy training for a long period of time.Authors Bibliography
Ashraf Abdel Hamid1
Awwad Othman Abdelaziz Ahmed2
Associate Professor of Applied Linguistics, Dept. of Foreign Languages, College of Arts, Taif University. He has published more than 40 researches in international journals and conferences. (drawwad.ahmed@gmail.com)
Elhaj Ali Adam Ismael3
Associate Professor of Literature, Dept. of Foreign Languages, College of Arts Gezira University, Sudan. He has published more than 40 researches in international journals and conferences. (elhajadamali@gmail.com)
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