Document Type
Journal Article
Publication Title
Dyslexia
ISSN
10769242
Volume
26
Issue
3
First Page
266
Last Page
285
PubMed ID
31414549
Publisher
Wiley
School
School of Education
RAS ID
29809
Abstract
© 2019 The Authors. Dyslexia published by John Wiley & Sons Ltd The present study explored knowledge and beliefs about reading instruction of Chinese teachers teaching English as a foreign language (EFL). Theoretical Orientation to Reading Profile and the Survey of Basic Language Constructs Related to Literacy Acquisition were administered to 262 EFL teachers in the south-eastern part of China. Additionally, three teachers were interviewed, and their instructional practices were observed. The results showed that there was no correlation between teachers' self-efficacy beliefs and the performance on the knowledge of basic language construct survey. However, it was found that teachers' knowledge, beliefs, and instructional practices were mediated by the Chinese EFL contextual factors. Educational and practical implications are discussed.
DOI
10.1002/dys.1630
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Luo, M., Main, S., Lock, G., Joshi, R. M., & Zhong, C. (2020). Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China. Dyslexia, 26(3), 266-285. https://doi.org/10.1002/dys.1630