Investigating the Relationship between Teachers’ Beliefs about Reading Strategies and need of strategies with their Classroom Practices in Secondary Schools

Wasal Khan

Abstract


The current study is based on the notion that teachers’ classroom practices are influenced by their belief system. The examination explored the convictions of instructors about significance of perusing systems, need of perusing techniques and real classroom hones among 130 optional schools English educators and found the connection between their convictions about methodologies and their classroom rehearses. It is a descriptive study, data were collected through a questionnaire which consists of three parts- the importance of reading strategies, need of strategies and their use in actual classroom by the teachers. Means and Pearson correlation were calculated for finding out the relationship between the variables. The information found that the significance of perusing methodologies in perusing cognizance, the need of techniques in showing perusing, and genuine utilization of systems in down to earth classrooms, are decidedly related. The study recommends understanding and working on the beliefs of English language teachers in secondary schools for successful teaching of English in general and reading strategies in particular.


Keywords


Teachers’ beliefs, reading strategies, classroom practices, teaching of reading in Pakistan.

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References


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