Omar, Suhaida (2011) Exploring teachers' cognitions and practices of teaching L2 reading in Malaysia. Other thesis, University of Warwick.

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Abstract

Reading is a powerful tool that could affect the students’ achievement
personally and academically. Some researchers suggest that teachers are an
important factor in developing students’ reading proficiency and teachers’
cognitions could be an influential factor in their teaching reading practices
(Borg, 2006; Harrison, 2004; Anders et al., 2000). This study investigates
English language teachers’ cognitions and practices about reading in L2 in
the Malaysian context, including identifying the factors that influence their
current cognitions and practices. The respondents were twelve English
language secondary school teachers who have been teaching in secondary
schools, and they ranged from trainees to experienced teachers. The data
were obtained through stimulated recall interviews, semi-structured
interviews, and related document analysis such as researcher’s field notes
and teachers’ lesson plans. The research data showed that generally all of
the teachers were positive towards reading. The factors affecting the
teachers’ cognitions and practices of teaching L2 reading were identified as
their home reading experiences, past learning experiences (in secondary
schools and teacher education programmes) and current teaching contexts.
However, there is a mismatch between their beliefs and practices. Despite
their beliefs that reading is an active process, these teachers taught reading
using traditional practices which were passive and mostly teacher-centred,
and some teachers cited the teaching context as the most influential factor
of their current practices. The findings also showed that whilst the novices
and transition teachers’ practices were greatly affected by their teaching
context, it also influenced the beliefs of the latter group of teachers.
Finally, in order to be constructivist teachers who could facilitate and
motivate students’ reading, they should take on the challenges of reconstructing
their practices from teacher-centred and passive, to active.

Item Type:	Thesis or Dissertation (Other)
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Library of Congress Subject Headings (LCSH):	Reading (Secondary) -- Malaysia, English language -- Study and teaching (Secondary) -- Malaysia, English teachers -- Malaysia
Official Date:	April 2011
Dates:	Date Event April 2011 Submitted
Institution:	University of Warwick
Theses Department:	Centre for Applied Linguistics
Thesis Type:	Other
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Pinter, Annamaria
Sponsors:	Malaysia. Kementerian Pengajian Tinggi [Ministry of Higher Education]
Extent:	x, 194 leaves : ill.
Language:	eng

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