From Teacher Beliefs to Practices: Unpacking the Benefits and Barriers of Extensive Reading Programmes in Macau Secondary Schools
DOI:
https://doi.org/10.25159/1947-9417/15840Keywords:
teacher beliefs, extensive reading, L2 learning, Macau, school curriculumAbstract
Extensive reading entails language learners’ independent reading of abundant materials suitable for their proficiency levels. Previous studies have revealed extensive reading as effective for improving various aspects of second language (L2) proficiency. However, many Macau secondary schools have cancelled or reduced their extensive reading programmes (ERPs), prompting the need for a qualitative study to comprehend these modifications. In this case study, five L2 English teachers from different Macau secondary schools shared their beliefs and practices during semi-structured interviews. Qualitative content analysis of the interview transcripts revealed all teachers supported incorporating extensive reading in their respective English curriculums; they believed students’ engagement in ERPs enhanced reading fluency and comprehension, vocabulary knowledge, and L2 learning motivation and confidence. However, the teachers also believed restricted time and unengaged students hindered the ERPs. The schools’ possible misinterpretations of extensive reading and their potentially unrealistic expectations regarding short-term returns against limited investment in extensive reading may have contributed to the abandonment or reduction of ERPs. To engage students in ERPs, schools should allow students to choose their own reading materials, reduce the emphasis on extensive reading tests, incorporate more intrinsic and extrinsic motivators, and consider combining extensive reading with reading strategy instruction.
References
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Hamilton, L., and C. Corbett-Whittier. 2013. Using Case Study in Education Research. Thousand Oaks: Sage Publications. https://doi.org/10.4135/9781473913851.
Huang, H.-C. 2013. “Online Reading Strategies at Work: What Teachers Think and What Students Do”. ReCALL 25 (3): 340–358. https://doi.org/10.1017/s0958344013000153.
Johnson, K. E. 1992. “The Relationship between Teachers’ Beliefs and Practices during Literacy Instruction for Non-Native Speakers of English”. Journal of Literacy Research 24 (1): 83–108. https://doi.org/10.1080/10862969209547763.
Kahn-Horwitz, J. 2015. “‘Organizing the Mess in My Mind’: EFL Teachers’ Perceptions and Knowledge of English Orthography”. Reading and Writing 28 (5): 611–631. https://doi.org/10.1007/s11145-015-9541-8.
Khader, F. R. 2012. “Teachers’ Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction”. American International Journal of Contemporary Research 2 (1): 73–92. https://www.aijcrnet.com/journals/Vol_2_No_1_January_2012/9.pdf.
Kim, M. 2019. “The Perceptions of Students and Teachers on the Practice of Assessment in Extensive Reading”. English Teaching: Practice and Critique 74 (4): 179–203. https://doi.org/10.15858/engtea.74.4.201912.179.
Kuzborska, I. 2011. “Links between Teachers’ Beliefs and Practices and Research on Reading”. Reading in a Foreign Language 23 (1): 102–128. Accessed October 14, 2024. https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/765898e1-72a2-4aaf-9846-392ba5da23f7/content.
Larenas, C. D., P. A. Hernández, and M. O. Navarrete. 2015. “A Case Study on EFL Teachers’ Beliefs about the Teaching and Learning of English in Public Education”. Porta Linguarum 23: 171–186. https://doi.org/10.30827/Digibug.53765.
Li, H., R. Majumdar, M.-R. A. Chen, and H. Ogata. 2021. “Goal-Oriented Active Learning (GOAL) System to Promote Reading Engagement, Self-Directed Learning Behavior, and Motivation in Extensive Reading”. Computers and Education 171: 104239. https://doi.org/10.1016/j.compedu.2021.104239.
Luo, M. N., S. Main, G. Lock, R. M. Joshi, and C. Y. Zhong. 2020. “Exploring Chinese EFL Teachers’ Knowledge and Beliefs Relating to the Teaching of English Reading in Public Primary Schools in China”. In “Teacher Knowledge of Literacy Skills: International Perspectives”, edited by R. M. Joshi and K. Wijekumar, special issue, Dyslexia 26 (3): 266–285. https://doi.org/10.1002/dys.1630.
Ma, X., and B. L. Reynolds. 2023. “The Effect of Reading Purpose on Incidental Acquisition and Retention of Vocabulary from Reading”. Asian Journal of English Language Teaching 32 (1): 63–104. https://cup.cuhk.edu.hk/image/catalog/journal/jpreview/AJELT32(1)_63-104_full.pdf.
McLean, S., and J. Poulshock. 2018. “Increase Reading Self-Efficacy and Reading Amount in EFL Learners with Word Targets”. Reading in a Foreign Language 30 (1): 76–91.
Menon, D. 2020. “Influence of the Sources of Science Teaching Self-Efficacy in Preservice Elementary Teachers’ Identity Development”. Journal of Science Teacher Education 31 (4): 460–481. https://doi.org/10.1080/1046560X.2020.1718863.
Mikami, A. 2017. “Students’ Attitudes toward Extensive Reading in the Japanese EFL Context”. TESOL Journal 8 (2): 471–488. https://doi.org/10.1002/tesj.283.
Miles, M. B., and A. M. Huberman. 1994. Qualitative Data Analysis: A Sourcebook of New Methods. Thousand Oaks: Sage Publications.
Millett, S. 2017. “Speed Readings for ESL Learners, 3000 BNC”. English Language Institute Occasional Publication No. 26. Victoria: University of Wellington. Accessed October 15, 2024. https://www.victoria.ac.nz/__data/assets/pdf_file/0005/1068071/3000-BNC-SRs-for-esl-learners-readings.pdf.
Nation, I. S. P. 2013. What Should Every EFL Teacher Know? Tokyo: Compass Publishing.
Nation, I. S. P. 2014. “How Much Input Do You Need to Learn the Most Frequent 9,000 Words?” Reading in a Foreign Language 26 (2): 1–16. http://hdl.handle.net/10125/66881.
Nation, I. S. P., and D. Beglar. 2007. “A Vocabulary Size Test”. The Language Teacher 31 (7): 9–13. https://doi.org/10.26686/wgtn.12552197.v1.
Nation, I. S. P., and R. Waring. 2019. Teaching Extensive Reading in Another Language. New York: Routledge. https://doi.org/10.4324/9780367809256.
Nikolopoulou, K., D. Akriotou, and V. Gialamas. 2019. “Early Reading Skills in English as a Foreign Language via ICT in Greece: Early Childhood Student Teachers’ Perceptions”. Early Childhood Education Journal 47 (5): 597–606. https://doi.org/10.1007/s10643-019-00950-8.
Nuttall, C. 1996. Teaching Reading Skills in a Foreign Language. London: Heinemann.
Pajares, M. F. 1992. “Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct”. Review of Educational Research 62 (3): 307–332. https://doi.org/10.3102/00346543062003307.
Phipps, S., and S. Borg. 2009. “Exploring Tensions between Teachers’ Grammar Teaching Beliefs and Practices”. System 37 (3): 380–390. https://doi.org/10.1016/j.system.2009.03.002.
Powers, S. W., C. Zippay, and B. Butler. 2006. “Investigating Connections between Teacher Beliefs and Instructional Practices with Struggling Readers”. Reading Horizons: A Journal of Literacy and Language Arts 47 (2): 121–157. https://scholarworks.wmich.edu/reading_horizons/vol47/iss2/3.
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2024-10-24
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Reynolds, Barry, Ning Ren, and Jin-Jy Shieh. 2024. “From Teacher Beliefs to Practices: Unpacking the Benefits and Barriers of Extensive Reading Programmes in Macau Secondary Schools”. Education As Change 28 (October):24 pages. https://doi.org/10.25159/1947-9417/15840.
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