This study aims to assess the correlation between teachers’ perception and practice in using literary texts to teach reading skills in the case of Ethio-national school, School of Indiana and Seattle academy in Addis Ababa.
For this study, correlation design and both quantitative and qualitative data analyses approaches were employed. The samples were 43 teachers selected using comprehensive sampling. Questionnaire, classroom observation and focus group discussion were data collection tools.
Both descriptive (frequency and percentage) and inferential statistics (Pearson correlation) are used to analyze the quantitative data and thematic narration for qualitative. The findings of the study reveal that most of the respondents perceive using literary texts in teaching reading positively. In spite of their good perceptions, their practices of using literary texts in teaching reading were infrequent.
The relationship between teachers’ perception and their actual practices were positively correlated, but the degree of their correlation was weak. Thus, it is possible to recommend that teachers should use all literary materials included in the text to teach reading skill.
Outline
Abstract
1. Introduction
1.1 General Objectives
1.2 Research Questions
1.3 The Scope of the Study
1.4 Significance of the Study
2. Research Methodology
2.1. Research Design
2.2. Population of the study
2.2.1. Sample and Sampling Technique
2.3. Data Collection Instruments
2.3.1. Questionnaire
2.3.2. Classroom Observation
2.3.3. Focus Group discussion
2.4. Validity and Reliability of the Instruments
2.4.1 Validity of the Instruments
2.4.2. Reliability of the Instruments
2.5 Data Collection Procedures
2.6 Data Analysis Technique
3. Discussion of Results
3.1 Quantitative Data Analysis
3.1.1 Teachers’ Questionnaire
3.1.2 Analysis of Classroom Observation
3.2 Qualitative Data Analysis
3.2.1 Open-ended Questionnaires Data Analysis
3.2.2 Focus Group Discussion Results
3.3 Discussions of Results
3.3.1 EFL Teachers’ Perceptions about using literary text in teaching reading
3. Conclusions
4. Recommendations
References
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