Exploring teachers' cognitions and practices of teaching L2 reading in Malaysia
Reading is a powerful tool that could affect the studentsâ achievement personally and academically. Some researchers suggest that teachers are an important factor in developing studentsâ reading proficiency and teachersâ cognitions could be an influential factor in their teaching reading practices (Borg, 2006; Harrison, 2004; Anders et al., 2000). This study investigates English language teachersâ cognitions and practices about reading in L2 in the Malaysian context, including identifying the factors that influence their current cognitions and practices. The respondents were twelve English language secondary school teachers who have been teaching in secondary schools, and they ranged from trainees to experienced teachers. The data were obtained through stimulated recall interviews, semi-structured interviews, and related document analysis such as researcherâs field notes and teachersâ lesson plans. The research data showed that generally all of the teachers were positive towards reading. The factors affecting the teachersâ cognitions and practices of teaching L2 reading were identified as their home reading experiences, past learning experiences (in secondary schools and teacher education programmes)
Omar, Suhaida
LB1603 Secondary Education. High schools
Exploring teachers' cognitions and practices of teaching L2 reading in Malaysia. Reading is a powerful tool that could affect the studentsâ achievement personally and academically. Some researchers suggest that teachers are an important factor in developing studentsâ reading proficiency and teachersâ cognitions could be an influential factor in their teaching reading practices (Borg, 2006; Harrison, 2004; Anders et al., 2000). This study investigates English language teachersâ cognitions and practices about reading in L2 in the Malaysian context, including identifying the factors that influence their current cognitions and practices. The respondents were twelve English language secondary school teachers who have been teaching in secondary schools, and they ranged from trainees to experienced teachers. The data were obtained through stimulated recall interviews, semi-structured interviews, and related document analysis such as researcherâs field notes and teachersâ lesson plans. The research data showed that generally all of the teachers were positive towards reading. The factors affecting the teachersâ cognitions and practices of teaching L2 reading were identified as their home reading experiences, past learning experiences (in secondary schools and teacher education programmes)
exploring teacher_cognition practice teach reading malaysia reading powerful_tool could_affect student achievement personally academically researcher suggest teacher important_factor develop student_read proficiency teacher_cognition could influential factor teach reading practice study_investigate english_language teacher_cognition practice read malaysian context include identify_factor influence current cognition practice respondent twelve english_language secondary_school teacher_teach secondary_school range trainee experience teacher data_obtain stimulate_recall interview semi_structured_interview related document analysis researcher field_note teacher lesson plan data_show generally teacher positive towards reading factor_affect teacher_cognition practice teach read identify home reading experience past learning_experience secondary_school teacher_education programme