Abstract:
The purpose of this study was to assess teachers’ strategies for teaching reading to EFL reading classes. Specifically, this study assess teachers’ strategies for teaching reading skills, the extent to which teachers actually implemented these skills, and what factors hindered teachers’ practice. To do so, this study used descriptive case study, which included both quantitative and qualitative data collection tools to enrich the data. The study was conducted in a sample of 14 conveniently used teachers and 80 grade 9-12 students selected by simple random sampling method of Balemi Secondary school. To collect data questionnaire, classroom observation, and interview were used as an instrument. The data collected and analyzed with descriptive statistics showed that the teachers’ strategies for teaching reading were positive. However, the researcher identified an inconsistency between EFL teachers’ classroom practices of teaching reading and their strategies about the skill. Results of classroom observations revealed that teachers were not following the appropriate reading cycle. Teachers also did not allow students to improve their reading skills by assisting their learning, and activities were limited. Furthermore, this finding suggests that while they should have used different strategies to teach reading, they did not use completely different strategies. In addition, teachers’ strategies for providing reading activities that engage students in reading have not received due attention. Thus, in order to minimize the problem and aid student learning in reading classrooms, the researcher suggested that teachers should be committed to using different reading strategies, be independent in creating learning environments and facilitate their practice. Teaching reading should be an interaction between students and the text. In addition, teachers also need to develop practical skills and put their teaching methods into practice regardless of the factors that impede their work
