The interplay between EFL teachers’ beliefs and application of post-reading strategies in teaching reading comprehension

Abstract

Teachers’ beliefs determine their professional behaviours in applying the post-reading strategies which could in turn affect the students’ reading comprehension achievements. This exploratory case study investigates the relationship between EFL teachers' beliefs and their application of post-reading strategies in secondary school reading comprehension classes. Using convenience sampling, six experienced EFL teachers were selected from a secondary school in Addis Ababa, Ethiopia. Data were gathered through classroom observations and individual interviews, with qualitative analysis conducted via NVivo10. Findings reveal a noticeable gap between teachers’ positive beliefs about the instructional value of post-reading strategies and their limited application in practice, largely due to time constraints and perceived instructional demands. The study concludes that despite recognizing the importance of post-reading strategies, teachers prioritize while-reading activities, impacting students’ opportunities to fully engage with text interpretation and connecting it with their real-life experiences. These findings suggest a need for targeted teacher training and continuous professional development programs for EFL teachers on integrating post-reading strategies effectively within classroom constraints.