EFL Teachers’ Beliefs about the Use of Reading Strategies

Abstract

This study aims to investigate EFL teachers’ beliefs about the use of reading strategies and what strategies they employ through reading stages in EFL classroom. In addition, the study aims to compare the teachers’ gender and the schools where they are working with the strategies they use.  A total of 44 EFL teachers (18 females, 26 males) working in secondary and high schools participated in this study. Data are collected by the questionnaire (a 51-item Likert-Type scale) developed by İlk (2012). In order to analyze the data, frequencies, percentages and Mann Withney U test are used. According to the results, the teachers generally believe the necessity of the reading strategies and they prefer to use the reading strategies almost in all stages.  Besides, the results of the study indicate that reading strategies at post reading stage are preferred less and there is no any significant relationship between teachers’ gender and school types and their beliefs about reading strategies.