Date of Conferral
2022
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Michael Vinella
Abstract
The problem addressed in this study was that the English as foreign language teachers in five government elementary schools were not consistently instructing in a manner that contributed to a student-centered learning environment when teaching reading comprehension. The purpose of this basic qualitative study was to explore the perceptions of English as foreign language teachers in the five government elementary schools regarding implementing student-centered instructional strategies when teaching reading comprehension. Weimer’s learner-centered teaching served as the conceptual framework. The research questions focused on English as foreign language teachers’ perceptions regarding implementing student-centered practices when teaching reading comprehension. Data were collected from 12 English as foreign language teachers through semistructured interviews. Data were analyzed using open coding, axial coding, and selective coding. Emergent themes were validated through member checks, peer debriefing, researcher reflexivity, and audit trails. Findings revealed that although teachers were knowledgeable about student-centered practices, there was no evidence of student choice in their practices, and students were generally disengaged in reading lessons. These findings led to the development of a professional development project centered on strategies that promote student choice and engagement. Findings may be used to identify appropriate support, instructional resources, and professional development for incorporating student-centered reading comprehension instructional strategies.
Recommended Citation
Edeh-Okwuosah, Gloria Nnenna, "Teachers’ Perceptions Regarding Implementing Student-Centered Instructional Practices in Reading Comprehension" (2022). Walden Dissertations and Doctoral Studies. 13325.
https://scholarworks.waldenu.edu/dissertations/13325
