Abstract:
The purpose of this study was to assess EFL teachers’ beliefs and practices of teaching reading
skills. The study particularly, found out teachers' beliefs on teaching of reading skills, examined
to what extent teachers practically implement as they believe, and what factors impede teachers’
practices. To do this, the study employed descriptive case study, which involves both quantitative
and qualitative data gathering tools to enrich data. The study was conducted in a sample of 7
conveniently used teachers and 60 grade 11 students selected by simple random sampling
method of Ifa Boru Babicha Secondary school. To collect data: questionnaire, classroom
observation, and interview were used as an instrument. The data gathered and analyzed by
descriptive statistics indicated that, teachers’ beliefs were positive towards teaching of reading
skills. However, the investigator identified that, EFL teachers’ classroom practices and their
beliefs about the skill were inconsistent. The classroom observation results revealed that,
teachers were not following the necessary reading phases. Teachers also did not let the students
improve their reading skill by assisting their learning and the activities were limited. In addition,
as the finding portrayed even though the teachers’ beliefs revealed that the use of strategies are
essential to reading skills, it was neglected in their classroom practices. In addition to this,
teachers’ techniques of providing reading activities that engage students in reading were not
given due attention. Thus, to minimize the existing problem and assist students’ learning in
reading classes the researcher recommended that, teachers should be committed to use different
reading strategies, be autonomous on creating situations for learning and facilitator for their
practices. Teaching reading has to be the interaction between students and text. Moreover,
teachers should also develop practical skills and put their beliefs into action regardless of the
impeding factors they face on their practices. Oromia Education Bureau and other responsible
bodies need to offer trainings to secondary school English language teachers.
