Abstract or Introduction
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.
- 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