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PART II: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW

1.5. Review of related studies on teacher’s reading strategy instruction

Allan and Bruton (1997) explored teachers‟ perceptions on teaching reading and reading strategies to support reading development. The study was carried out in a context in which many teachers made explicit their concerns about those students who had difficulty in understanding texts. The study aimed to find out teachers‟

understanding of reading process and their teaching of reading strategies in secondary schools in Scotland. The results showed that most of the teachers they studied considered reading strategies important that should be taught and developed in secondary school. The majority, however, did not see themselves knowledgeable about the reading strategy instruction.

Abdullah et al. (2009) investigated the effectiveness of teaching reading strategies towards developing students‟ reading competency among primary school teachers.

A questionnaire survey was administered to determine whether the teachers have knowledge of reading strategies and to teach their students. The findings of the study showed that while teachers were aware of the use of reading strategies in developing reading competencies, they did not fully utilized them in teaching reading to primary school students. Effective reading strategies such as setting context, relating the text to students‟ schemata and predicting or interpreting text

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were less frequently used. Apart from that, teachers also failed to encourage readers‟ interaction with the text.

Chou (2008) conducted a study based on the assumption that teachers were highly influenced by their beliefs. He investigated teachers‟ beliefs about reading approaches among 42 university instructors and explored the degree of discrepancies or consistencies between teachers‟ beliefs and their practical teaching activities in the EFL setting of Taiwan based on teacher reading strategies questionnaires. The findings showed that there were no significant differences between the participants‟ beliefs and their use of each reading approach.

Differently, rather than reading theories, Khonamri & Salimi (2010) aimed to investigate reading strategies about which Iranian EFL high school teachers hold certain beliefs and employ certain practical teaching activities. Based on questionnaire data from 57 teachers, teachers‟ beliefs and their self-reported classroom employment of reading strategies were explored. Findings indicated that teachers believed reading strategies played an important role in reading comprehension and that it was necessary to teach reading strategies in reading classes. The results also revealed that there is inconsistency between teachers' beliefs and their self-reported classroom practice.

In the context of Vietnam, Nguyen (2007) explored teachers‟ beliefs about teaching reading strategies and reading strategies instruction by high school teachers.

Employing interviews and class observations to collect data, she found out that teachers‟ beliefs about teaching reading strategies were not always consistent. The lack of knowledge about reading strategies caused them problems, which they both consciously and unconsciously were aware of. Furthermore, teacher‟s classroom practices did not always correspond to their beliefs. To some extent, their classroom practices were based on their cognition and theories. To other extent, their beliefs were not reflected. The beliefs of the teachers in this study were affected by a variety of external factors (teaching context, materials and curriculum, student‟s

motivation) and internal ones (teacher‟s ability, teacher‟s training, and teacher‟s view). These factors interplayed to influence them in their process of teaching.

In brief, the studies above have revealed different findings on the congruence between teachers‟ beliefs and their instructional practice. Choosing the school where the researcher is teaching English, she asked for participation of the same group of subjects as Khonamri & Salimi‟s and Nga‟s ones , i.e. high school teachers; however, various data collection instruments were employed to contribute meaningful findings to the controversial issue of teacher‟s and their instructional practice.

Review of related studies on teacher’s reading strategy instruction

Cognitive strategies and metacognitive strategies

Teachers’ beliefs about cognitive reading strategies