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Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China.

Authors
  • Luo, Meina1
  • Main, Susan2
  • Lock, Graeme2
  • Joshi, R Malatesha3
  • Zhong, Chenyin4
  • 1 College of Foreign Languages, Zhejiang Normal University, Jinhua, Zhejiang Province, China. , (China)
  • 2 School of Education, Edith Cowan University, Joondalup, Western Australia, Australia. , (Australia)
  • 3 College of Education and Human Development, Texas A&M University, College Station, Texas, USA.
  • 4 College of Teacher Education, Zhejiang Normal University, Jinhua, Zhejiang Province, China. , (China)
Type
Published Article
Journal
Dyslexia (Chichester, England)
Publication Date
Aug 15, 2019
Identifiers
DOI: 10.1002/dys.1630
PMID: 31414549
Source
Medline
Keywords
Language
English
License
Unknown

Abstract

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. © 2019 The Authors. Dyslexia published by John Wiley & Sons Ltd.

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