An Investigation into the teacher and learner perspevtives on the knowledge of reading strategies in ELT classrooms

Abstract

This study aims to throw a light into the teacher and learner perspectives on the knowledge of reading strategies. It also aims to investigate whether there is a relationship between learners' knowledge of reading strategies and their reading performance. The study was carried out in the ELT Department, Faculty of Education, Uludağ University, Turkey. For the purpose of the study, the first year EFL students were given a reading proficiency test to display their immediate reading performance. Subsequently, a questionnaire investigating their reading strategy knowledge was handed out. Afterwards some selected students were interviewed and this process was tape-recorded. Additionally, the teachers also received an adapted form of the questionnaire given to the learners. The aim was to explore the teachers' perspectives on the reading strategy knowledge of the learners. The teachers were interviewed as well. A detailed analysis of the data obtained from the different data collection instruments strongly suggested that learners have some knowledge about different reading strategies. The teachers also agreed that the learners were aware of reading strategies to some extent. Additionally, the findings of the study demonstrated that there was a relationship between the learners' reading strategy knowledge and their reading performance. Also, the reports of the learners indicated that they had found the reading courses and the given instruction quite beneficial. It was concluded that an increased understanding on student perceptions of reading strategy knowledge and its relevance to the reading performance would have some important implications for reading in the EFL context.