The relationship between lecturers’ beliefs and their actual methods of reading instruction : an Ethiopian case study

• Published in: Reading & writing (Cape Town, South Africa) South Africa), 2018, Vol.9 (1), p.1-9
• Main Authors: Gidalew, Tesfaye A., Van den Berg, Geesje
• Format: Article
• Language: English
• Subjects: Beliefs; Comprehension; Education; Ethiopia; Higher Education; Humanities, Multidisciplinary; Language; Learning; Lecturer Beliefs; Peer tutoring; Qualitative research; Reading comprehension; Reading instruction; Reading Skills; Reading Strategies; Reading-writing relationship; Research methodology; Second language reading; Second language teachers; Second Language Teaching; Social Sciences, Interdisciplinary; Students; Teacher education; Teachers; Teaching methods; Teaching Reading
• ISSN: 2079-8245; 2308-1422; 2308-1422
• DOI: 10.4102/rw.v9i1.162

The purpose of the study was to determine the relationship between lecturers’ beliefs and the actual methods they use in teaching reading. The study, which was conducted in teacher training colleges in the Amhara Region in Ethiopia, showed quite a number of discrepancies. The findings revealed that although in many cases lecturers were aware of the required methods to teach reading in the classroom, they did not use them. If students are not taught the necessary skills to enable them to read fluently and with comprehension in English as their second language, the implications might be far-reaching. Possible consequences will be lack of confidence and motivation to read and study in English. Furthermore, as teaching of English second language reading is not only of utmost importance as a foundation for learning in higher education, but also the language of teaching and learning in Ethiopia, the most important implication is that it might deprive students from being successful in their studies. The findings of this study will benefit lecturers and higher education institutions. The study not only creates awareness of possible discrepancies that might exist between lecturers’ beliefs and their actual practices but also recommends lecturers to be involved in continuous training on how to confidently use the best reading methods to assist students to be fluent readers and literate students, and be able to study in the language of teaching and learning.