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.
Table of Contents
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
Research Objectives and Key Themes
The primary objective of this study is to assess the relationship between English language teachers' perceptions and their actual classroom practices regarding the use of literary texts for teaching reading skills in selected secondary and preparatory schools in Addis Ababa.
- Correlation between perception and pedagogical practice.
- Use of literary materials (poems, short stories, etc.) in EFL classrooms.
- Barriers to effective textbook adaptation.
- Teachers' role as facilitators in the reading process.
- The impact of literary texts on students' reading comprehension and critical thinking.
Excerpt from the Book
1. Introduction
English is a very useful language for learning and developing the overall communication ability of students. In language education, works of literature that bring delight to readers of a language should also be naturally suitable material in the teaching of the language itself.
Literary texts were initially the main source of input for teaching in language classes in the era of Grammar Translation Method but since then it has been dropped down the pedestal. In fact with the advent of structuralism and audio-lingual method, literature was downplayed and era ago discarded to the periphery (Collie & Slater, 1987, p.2). Also in the era of CLT, literature was neglected and more attention was given to dialogues and conversations which were more practical and visible in the real world situation.
Employing literary texts in language classroom has many advantageous. Scholars such as Lazar (1993, p, 15) strongly agree on the use of literature to teach language. Hence, there were scholars who believed that literature can be a valuable asset in language class). She stressed that literature motivates students, encourage them to learn the language, express their feelings, help them to develop their language comprehension, help them to relax etc.
Summary of Chapters
1. Introduction: This chapter introduces the role of literature in English language teaching, identifies the gaps in current research practices in Ethiopia, and outlines the primary objectives regarding the use of literary texts.
2. Research Methodology: This section details the descriptive research design, the selection of population and samples, the data collection instruments (questionnaires, observation, focus groups), and the reliability and validity metrics applied to the study.
3. Discussion of Results: This chapter provides a comprehensive analysis of the quantitative and qualitative data, examining the correlation between teacher perceptions and practices, and discussing the findings through empirical and theoretical frameworks.
3. Conclusions: This section summarizes the main findings, noting the discrepancy between teachers' positive perceptions of literary texts and their infrequent application in actual classroom settings.
4. Recommendations: This chapter proposes actionable strategies for stakeholders, including training initiatives and collaborative textbook-based discussions, to bridge the implementation gap in English language instruction.
Keywords
Perception, practice, reading skills, teaching, literary texts, English as a Foreign Language, pedagogical approach, classroom observation, correlation, textbook adaptation, communicative language teaching, student engagement, reading comprehension, secondary education, EFL teacher.
Frequently Asked Questions
What is the core focus of this research?
The research examines the relationship between how English language teachers perceive the use of literary texts and how often they actually implement these texts in their reading lessons.
What are the primary thematic areas covered?
The study covers the role of literature in language education, current teacher practices in reading instruction, the impact of textbook design, and the pedagogical importance of integrating various literary genres.
What is the overarching research goal?
The goal is to determine if a positive perception of literary texts translates into actual classroom usage and to identify the factors that influence this correlation among grade 11 English teachers.
Which scientific methods are utilized?
The study employs a descriptive survey design with a mixed-methods approach, using quantitative data (questionnaires, Pearson correlation analysis) and qualitative data (classroom observation, focus group discussions).
What does the main body of the work address?
It provides a detailed analysis of quantitative data regarding teacher views and practices, supported by qualitative insights from teachers about their classroom challenges and the limitations of current syllabus materials.
Which keywords characterize this work?
Key terms include perception, practice, reading skills, literary texts, EFL teaching, and pedagogical correlation.
Why is the correlation between perception and practice considered weak?
Although teachers generally view literature as beneficial for critical thinking and language growth, data shows they rarely integrate it effectively, often due to perceived difficulties with the provided textbook content.
What specific challenges do teachers face regarding literary texts?
Teachers report that some literary texts in the curriculum are too lengthy, lack cultural relevance, and pose challenges for students, leading staff to skip these lessons or rely on traditional lecture methods instead.
- Quote paper
- Dawit Dibekulu (Author), Ayele Tsehayneh (Author), 2022, Teachers' Perception and Practice of Using Literary Texts to teach Reading Skills, Munich, GRIN Verlag, https://www.grin.com/document/1243184
