Publication Date

2014

Document Type

Dissertation/Thesis

First Advisor

Daniel, Mayra C., 1950-

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Literacy and Elementary Education

LCSH

English language--Study and teaching--Foreign speakers||Second language acquisition--Study and teaching||Reading||English as a second language||Teacher education

Abstract

Theories of reading have altered throughout history. Originally, reading was understood as a process of knowledge transmission, but currently, reading is viewed as a process of meaning construction. The changing conceptualizations about the reading process have emphasized the active role of readers among second language (L2) students and altered perspectives on L2 reading instruction in a more constructive way. An unawareness of the changing conceptualizations of L2 reading may be the main obstacle to the professional development among teachers of L2 reading. This study aims to explore Thai teachers' conceptual beliefs about reading, instructional practices in L2 reading classrooms, influences of teachers' beliefs about reading on instructional practices, and their perceptions of the roles of L2 reading teachers.||Four Thai participants teaching English (L2) reading at a private university in Northern Thailand participated in the study. Primary data sources included in-depth interviews, classroom observations, and document reviews. A coding system was used to analyze the data.||The research revealed that two participants hold transmission beliefs about reading while two others have beliefs that gear toward transactional beliefs about reading. In addition, these beliefs about reading are found to be related to teachers' instructional practices. L2 reading classrooms of teachers who hold transmission beliefs about reading were teacher-directed and focused on vocabulary while classrooms of teachers who hold transactional beliefs were student-centered and emphasized classroom discussions. Teachers who hold transmission beliefs about reading see themselves as a controller of classroom activities and an arbiter of interpretation, while teachers who have transactional beliefs about reading perceive themselves a facilitator of teaching and learning activities and students' reading processes.||This study suggests classroom visits and knowledge sharing among teachers of L2 reading are needed. In addition, the university needs an effective professional development program focusing on current theories of L2 reading and teaching methods. Regarding L2 reading instruction, both text-based and reader-based knowledge should be the foci of L2 reading classrooms, and more explicit instruction of strategic reading is needed.

Comments

Advisors: Mayra Daniel.||Committee members: Chris Carger; James Cohen.

Extent

211 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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