Abstract:
This study endeavored to explore the stated beliefs and actual classroom practices of two
EFL teachers of Pawe General Secondary School with regard to teaching reading
strategies. The study was designed on the qualitative case study model and employed
purposive sampling technique to select the two teachers. It examined data collected
through semi-structured interviews, classroom observations, post-lesson discussions and
document analysis. By analyzing in the norms of the qualitative data analysis, areas
where practices converged with or diverged from beliefs about reading strategies
instruction were examined and discussed. The findings suggest that teachers do indeed
have a coherent set of beliefs about reading strategies instruction that are not often
reflected in their classroom practices for different reasons, of which factors related to
students’ interest, teaching context and background experience of the teachers were
influential ones. Based on the findings, it was recommended that instructors need to
subject their everyday classroom practices to on going critical reflections, so that they
become better equipped to reconcile beliefs and practice in order to provide effective
reading strategies instruction. These can be made possible through discussions with
colleagues, reviewing students’ feedback, viewing videotapes of their teaching and using
other modes of reflection.
