Abstract
The present study explored knowledge and beliefs about reading instruction of Chinese teachers teaching English as a foreign language (EFL). Theoretical Orientation to Reading Profile and the Survey of Basic Language Constructs Related to Literacy Acquisition were administered to 262 EFL teachers in the south‐eastern part of China. Additionally, three teachers were interviewed, and their instructional practices were observed. The results showed that there was no correlation between teachers' self‐efficacy beliefs and the performance on the knowledge of basic language construct survey. However, it was found that teachers' knowledge, beliefs, and instructional practices were mediated by the Chinese EFL contextual factors. Educational and practical implications are discussed.
Highlights
There are more than 390 million people learning English as a foreign language (EFL) in Mainland China (Wei & Su, 2012)
It was found that teachers' knowledge, beliefs, and instructional practices were mediated by the Chinese EFL contextual factors
The results indicated that 78% (N = 204) of the total 262 participants identified their theoretical orientation to reading instruction as skills based, whereas 22% (N = 58) held a decoding perspective, and none held a whole-language perspective
Summary
There are more than 390 million people learning English as a foreign language (EFL) in Mainland China (Wei & Su, 2012). To meet the needs of the population learning English in China, the English curriculum standards have shifted towards cultivating core competencies in students'. English language to incorporate a more constructivist approach than was used previously This has posed challenges for Chinese EFL teachers because it is necessary for them to hold the requisite knowledge and skills themselves before they can cultivate students' core competencies. There is a need to ensure that Chinese EFL teachers have the knowledge and skills to align with the curriculum changes and evidence-based teaching practices that support reading development. Few studies have probed into EFL teachers' knowledge and beliefs in relation to reading instruction in China. The purpose of this study was to explore Chinese primary school EFL teachers' knowledge and beliefs concerning effective teaching of English reading in the Chinese context
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
