國立虎尾科技大學 |

An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading./
作者:	Gao, Yang.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	208 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-02(E), Section: A.
Contained By:	Dissertation Abstracts International80-02A(E).
標題:	Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10985202
ISBN:	9780438388871

An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading.
Gao, Yang.

An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 208 p.

Source: Dissertation Abstracts International, Volume: 80-02(E), Section: A.

Thesis (Ph.D.)--Kent State University, 2018.

This mixed-methods study explored characteristics of Chinese EFL teachers’ beliefs of reading and teaching reading. In addition, it investigated the relationship between English as a foreign language (EFL) teachers’ stated beliefs and their actual practices. Specifically, two relationships were explored in this study. The first one was whether EFL teachers’ stated beliefs about reading are in/consistently indicated in their stated beliefs about teaching reading. Second, the study also aimed to understand whether EFL teachers’ stated beliefs about how they teach English reading are consistent with their actual practices in classrooms.

ISBN: 9780438388871Subjects--Topical Terms:

557829
Linguistics.

An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading.
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520 $a This mixed-methods study explored characteristics of Chinese EFL teachers’ beliefs of reading and teaching reading. In addition, it investigated the relationship between English as a foreign language (EFL) teachers’ stated beliefs and their actual practices. Specifically, two relationships were explored in this study. The first one was whether EFL teachers’ stated beliefs about reading are in/consistently indicated in their stated beliefs about teaching reading. Second, the study also aimed to understand whether EFL teachers’ stated beliefs about how they teach English reading are consistent with their actual practices in classrooms.
520 $a Participants in the study included 96 university EFL teachers who were faculty members from three different universities in a city in Northeast China. Within an exploratory sequential mixed-methods design, data collection and analysis occurred in two phases. The first part was a quantitative survey of 10 open-ended questions modified according to Burke Reading Interview (BRI). It solicited the participants’ beliefs about reading and teaching reading. Statistical analysis was then conducted to describe the data collected in this quantitative part. For the second, qualitative part, classroom observations were used to collect data on teachers’ actual practices.
520 $a The findings of the study showed that three theoretical orientations about reading (behaviorism, cognitivism, and constructivism) were matrixed with three different belief systems (dominant, dual, and multiple belief systems). The matrix indicated a complex belief system about reading and teaching reading among these EFL teachers. Within the matrix, relationships among different beliefs were non-linear and unpredictable. In terms of the constructivist theoretical orientation, the findings indicated a statistically significant but weak association between stated beliefs about reading and stated beliefs about teaching reading. The findings also indicated both consistencies and inconsistencies, with inconsistencies being more prominent between stated beliefs about teaching reading and actual practices in the classroom. The study finally discussed the findings based on the three research questions and provided implications for EFL teachers and teacher team leaders.
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