English Teachers’ Perceptions, Reading Approach Choices, and their Actual Classroom Practices of Reading Instruction in Selected Primary Schools in Ethiopia

Abstract

Effective reading instruction is vital for English language learners, especially in multilingual settings like Ethiopia, where English is a core subject in primary education. However, limited research exists on how teachers’ beliefs, qualifications, and classroom practices align with evidence-based frameworks. This study addresses this gap by examining English language teachers’ beliefs, subject qualifications, and use of reading strategies within the CALLA model. A mixed-methods design was employed with 255 teachers participating. Data were collected through surveys, interviews, classroom observations, and document analysis. Quantitative data were analyzed using descriptive statistics, one-way ANOVA, Pearson correlations, and post hoc tests, while qualitative data were examined thematically. Results showed that teachers placed the highest value on social/affective strategies during both pre-reading (M = 4.05) and during-reading (M = 4.05) stages. Cognitive strategies were most emphasized post-reading (M = 3.61). However, overall classroom implementation was moderate (M = 3.17 to 3.35), with metacognitive strategies during practice being the least applied (M = 2.84). ANOVA results showed a significant difference in strategy use based on subject qualifications (F(2, 252) = 3.494, p = .032), with post hoc tests showing that English-qualified teachers employed reading strategies more frequently than those qualified in Afaan Oromoo (mean difference = -0.206, p = .032). Correlation analysis revealed moderate, significant links between teachers’ beliefs and their practices (r = .393, p < .01), and between beliefs about importance and choice (r = .631, p < .01). Findings underscore the need for targeted professional development and structural support to bridge the gap between belief and practice in reading instruction.