Instruction of EFL reading comprehension strategies in Qatar government schools

Abstract

The purpose of this study was to investigate English as a foreign language (EFL) teachers’ implementation of reading comprehension strategies. In this study, data collection included a questionnaire-based survey investigation of 754 teachers of EFL in Qatar government schools in the three grade levels, elementary, preparatory and secondary. This quantitative study was designed to address the following three questions: 1. What is the incidence of use of reading comprehension strategies by EFL teachers in Qatar government schools? 2. What is the incidence of use of explicit strategy instruction of reading comprehension strategies? 3. How does reading comprehension instruction vary according to teaching level, years of teaching experience and gender? In order to answer this study’s research questions, descriptive statistics were utilized. Further cross tabulations were processed and Multivariate Analysis of Variance (MANOVA) statistical test was implemented to investigate differences between variables. Data analysis revealed that participant teachers reported a general moderate and high frequency of using comprehension strategies. There were seven strategies used the most by the teachers. These strategies are: identify main ideas, set purpose for reading, predictions, preview text, monitor comprehension, prior knowledge activation, and handle unfamiliar words. Conversely, five strategies reported the comparatively lower use frequency. These strategies are text structure, questioning, visualizing, summarizing, and think aloud. The major findings on explicit strategy instruction indicated that teachers ignore the gradual release of responsibility to students. Secondary level teachers reported the lowest use of reading comprehension strategies and explicit strategy instruction across the three grade levels. In addition, the lowest overall use of reading comprehension strategies in this study was reported by 0-5 years of teaching experience teachers. Furthermore, female teachers reported higher use frequency of strategies than male participants. A statistically significant difference, revealed by multi variate analysis of variance (MANOVA) statistical test and t-test, was found between female and male participants in using three comprehension strategy instructional practices: modeling, collaborative learning and guided practice. The implications of these findings suggest that EFL teachers demonstrate moderate use of reading comprehension strategy instruction. Further recommendations for The Ministry of education, school principals and teachers are offered.