Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China. Academic Article

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.

authors

• Joshi, R. Malatesha

published proceedings

• Dyslexia

altmetric score

• 0.25

author list (cited authors)

• Luo, M., Main, S., Lock, G., Joshi, R. M., & Zhong, C.

citation count

• 4

complete list of authors

• Luo, Meina||Main, Susan||Lock, Graeme||Joshi, R Malatesha||Zhong, Chenyin

publication date

• August 2020

publisher

• Wiley  Publisher

published in

• Dyslexia: an international journal of research and practice  Journal

keywords

• A Skills Perspective
• Adult
• China
• English Reading Instruction
• Explicit Instruction
• Female
• Humans
• Language
• Literacy
• Male
• Multilingualism
• Reading
• School Teachers
• Schools
• Self Efficacy
• Surveys And Questionnaires
• Teacher Education
• Teachers' Beliefs
• Teachers' Knowledge
• Teaching

PubMed Central ID

• 31414549

Digital Object Identifier (DOI)

• 10.1002/dys.1630

start page

• 266

end page

• 285

volume

• 26

issue

• 3

URL

• http://dx.doi.org/10.1002/dys.1630

user-defined tag

• 4 Quality Education