An exploration of teaching reading practice and pedagogical knowledge in secondary schools
This study investigates the pedagogical strategies employed by Saudi secondary school English as a Foreign Language (EFL) teachers in the teaching of reading. It explores teachers' instructional practices and underlying perceptions of reading pedagogy using qualitative methods, including interv...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-06-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1483754/full |
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| author | Mohammed Abdullah Alzahrani Sami Mohammed Almalki |
| author_facet | Mohammed Abdullah Alzahrani Sami Mohammed Almalki |
| author_sort | Mohammed Abdullah Alzahrani |
| collection | DOAJ |
| description | This study investigates the pedagogical strategies employed by Saudi secondary school English as a Foreign Language (EFL) teachers in the teaching of reading. It explores teachers' instructional practices and underlying perceptions of reading pedagogy using qualitative methods, including interviews and classroom observations. It focuses on identifying opportunities for enhancing both classroom teaching and professional development programmes. Findings from nine EFL teachers in the Southwest Saudi Arabia reveal a consensus on the importance of reading instruction, alongside significant variation in pedagogical knowledge and implementation. The analysis reveals several critical dimensions, including linguistic knowledge encompassing phonetics and morphology, diverse teaching methodologies, reading comprehension strategies, assessment techniques, and approaches to student motivation. Particularly evident is the need to develop students' reading comprehension, vocabulary acquisition, and fluency. The study shows that teachers place a strong emphasis on the foundational elements of literacy, such as phonology and reading fluency. Importantly, it reveals how effective pedagogical practices correlate with increased student engagement and satisfaction in reading activities. These findings have significant implications for the redesign of teacher training programmes and the development of more effective frameworks for teaching reading in EFL contexts. |
| format | Article |
| id | doaj-art-8bb18be42add4c07b90975e22b7a5a02 |
| institution | DOAJ |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-8bb18be42add4c07b90975e22b7a5a022025-08-20T03:10:22ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-06-011010.3389/feduc.2025.14837541483754An exploration of teaching reading practice and pedagogical knowledge in secondary schoolsMohammed Abdullah Alzahrani0Sami Mohammed Almalki1Department of Curricula & Instructions, College of Education, University of Bisha, Bisha, Saudi ArabiaEnglish Language Department, Collage of Science and Humanities, Shaqra University, Shaqra, Saudi ArabiaThis study investigates the pedagogical strategies employed by Saudi secondary school English as a Foreign Language (EFL) teachers in the teaching of reading. It explores teachers' instructional practices and underlying perceptions of reading pedagogy using qualitative methods, including interviews and classroom observations. It focuses on identifying opportunities for enhancing both classroom teaching and professional development programmes. Findings from nine EFL teachers in the Southwest Saudi Arabia reveal a consensus on the importance of reading instruction, alongside significant variation in pedagogical knowledge and implementation. The analysis reveals several critical dimensions, including linguistic knowledge encompassing phonetics and morphology, diverse teaching methodologies, reading comprehension strategies, assessment techniques, and approaches to student motivation. Particularly evident is the need to develop students' reading comprehension, vocabulary acquisition, and fluency. The study shows that teachers place a strong emphasis on the foundational elements of literacy, such as phonology and reading fluency. Importantly, it reveals how effective pedagogical practices correlate with increased student engagement and satisfaction in reading activities. These findings have significant implications for the redesign of teacher training programmes and the development of more effective frameworks for teaching reading in EFL contexts.https://www.frontiersin.org/articles/10.3389/feduc.2025.1483754/fullreading comprehensionpedagogical practice of readingEFL readingqualitative studysecondary school |
| spellingShingle | Mohammed Abdullah Alzahrani Sami Mohammed Almalki An exploration of teaching reading practice and pedagogical knowledge in secondary schools Frontiers in Education reading comprehension pedagogical practice of reading EFL reading qualitative study secondary school |
| title | An exploration of teaching reading practice and pedagogical knowledge in secondary schools |
| title_full | An exploration of teaching reading practice and pedagogical knowledge in secondary schools |
| title_fullStr | An exploration of teaching reading practice and pedagogical knowledge in secondary schools |
| title_full_unstemmed | An exploration of teaching reading practice and pedagogical knowledge in secondary schools |
| title_short | An exploration of teaching reading practice and pedagogical knowledge in secondary schools |
| title_sort | exploration of teaching reading practice and pedagogical knowledge in secondary schools |
| topic | reading comprehension pedagogical practice of reading EFL reading qualitative study secondary school |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1483754/full |
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