Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China

The present study explored knowledge and beliefs about reading instruction of Chinese teachers teaching English as a foreign language (EFL). Theoretical Orientation to Reading Profile and the Survey of Basic Language Constructs Related to Literacy Acquisition were administered to 262 EFL teachers in...

Descripción completa

Detalles Bibliográficos
Autores principales: Luo, Meina, Main, Susan, Lock, Graeme, Joshi, R. Malatesha, Zhong, Chenyin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2019
Materias:
Research Articles
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7496550/
https://www.ncbi.nlm.nih.gov/pubmed/31414549
http://dx.doi.org/10.1002/dys.1630
Descripción
Sumario:The present study explored knowledge and beliefs about reading instruction of Chinese teachers teaching English as a foreign language (EFL). Theoretical Orientation to Reading Profile and the Survey of Basic Language Constructs Related to Literacy Acquisition were administered to 262 EFL teachers in the south‐eastern part of China. Additionally, three teachers were interviewed, and their instructional practices were observed. The results showed that there was no correlation between teachers' self‐efficacy beliefs and the performance on the knowledge of basic language construct survey. However, it was found that teachers' knowledge, beliefs, and instructional practices were mediated by the Chinese EFL contextual factors. Educational and practical implications are discussed.

Ejemplares similares