Dilek ÇAKICIA

EFL Teachers' Beliefs about the Use of Reading Strategies

Bu çalışma İngilizce öğretmenlerinin okuma stratejilerinin kullanımına ilişkin inançlarını ve okuma basamaklarında hangi stratejileri tercih ettiklerini incelemeyi amaçlamıştır. Ayrıca, bu çalışma öğretmenlerin cinsiyet ve çalıştıkları okul türü değişkenleri ile strateji kullanımlarını kıyaslamayı hedeflemiştir. Araştırmaya ortaokul ve liselerde çalışmakta olan 44 İngilizce öğretmeni katılmıştır. Araştırmada veriler, İlk (2012) tarafından geliştirilen anketin uyarlanmasıyla toplanmıştır. Verileri analiz etmek için, her maddenin frekansı ve yüzdelik değeri alınmış, ayrıca Mann Whitney U test kullanılmıştır. Araştırmanın sonuçlarına göre, öğretmenler genellikle bütün okuma basamaklarındaki stratejilerin gerekliliğine inanmakta ve bu stratejileri kullanmaktadırlar. Ancak, okuma sonrası stratejileri daha az tercih edilmiştir. Öğretmenlerin cinsiyetleri ve çalıştıkları okul türleri ile kullandıkları okuma stratejileri arasında anlamlı bir farklılık bulunamamıştır.

İngilizce Öğretmenlerinin Okuma Stratejilerinin Kullanımına Yönelik İnançları

This study aims to investigate EFL teachers' beliefs about the use of reading strategies and what strategies they employ through reading stages in EFL classrooms. In addition, the study aims to compare the teachers' gender and the schools where they are working with the strategies they use. A total of 44 EFL teachers (18 females, 26 males) working in secondary and high schools participated in this study. Data are collected by the questionnaire (a 51-item Likert-Type scale) developed by İlk (2012). The research methdodology applied in this study is quantitative design. Frequencies, percentages and Mann Withney U test are used to analyze the data obtained. According to the results of the research, the teachers generally believe the necessity of the reading strategies and they prefer to use reading strategies almost in all stages. Besides, the results of the study indicate that postreading strategies are the least preferred strategies and there is not any relationship between teachers' gender and school types and their beliefs about reading strategies.

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