In-Service EFL Teachers' Beliefs about Teaching Reading Strategies at the secondary schools (Massallata case) 1

الملخص

This research aimed to discover Libyan EFL teachers' beliefs about teaching strategies for reading English. The improvement targeted to discover the impact of these beliefs on their classroom teaching practice. The study included 20 Libyan EFL teachers from four secondary schools in Massallata. The survey results were analyzed, explaining the frequency and percentage of each item. Depending on the data collected from the questionnaire, the findings indicated that EFL teachers undergoing training attached considerable importance to the instruction of reading strategies. Teachers think that the best crucial reading strategies to teach are: to read the text briefly and determine the main concept, to interpret the vague terms, to analyze the text and sum up the paragraph, to comprehend the connection in each paragraph, to assess the understanding of the text, whereas they think that To interpret words into first language is the least important one. The results of the present study indicate that the beliefs of in-service teachers about effective reading instruction strategies are closely connected to their actual classroom practices.