University EFL Teachers’ Perceptions of Reading Aloud as a Teaching Strategy in Reading Classes
DOI:
https://doi.org/10.65417/ljere.v2i1.78Keywords:
reading aloud, EFL teachers, perceptions, reading instruction, university, questionnaire, semi-structured interviewAbstract
This study investigates university EFL teachers’ perceptions of reading aloud as a teaching strategy in reading classes. Although reading aloud is often associated with young learners, it remains a potentially valuable instructional practice for enhancing comprehension, pronunciation, and learner engagement in tertiary EFL contexts. The main objective of this research is to explore how university English instructors perceive the role, benefits, and challenges of using reading aloud in their teaching. A mixed-methods approach was employed to gather both quantitative and qualitative data. A questionnaire was distributed to a sample of 28 university EFL reading instructors to identify their frequency of use, perceived effectiveness, and attitudes toward reading aloud. In addition, semi-structured interviews were conducted with selected participants to obtain deeper insights into their experiences and beliefs regarding this instructional technique. Data from the questionnaire were analyzed using descriptive statistics to highlight trends in teachers’ responses, while the interview data were thematically analyzed to identify common themes and perspectives. The findings revealed that teachers generally conceptualize the value of reading aloud in developing students’ reading comprehension and engagement, although contextual factors such as large class sizes and time constraints influence their instructional choices. This study aims to contribute to the understanding of effective reading instruction strategies in EFL university settings and to inform teacher training and curriculum development.
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