Date of Award

2-2014

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Curriculum & Instruction

First Advisor

Dr. Sadiq Ismail

Second Advisor

Abdurrahman Ghaleb Almekhlafi

Third Advisor

Dr. Negmeldin Alsheikh

Abstract

This study is aimed at investigating English teacher’s perceptions of using reading strategies in preparatory schools (Grades 6-9) in the emirate of Abu Dhabi in the United Arab Emirates (UAE). Also, the study examined if there were any significant differences in relation to gender and teaching experience variables. The participant in this study were collected by a questionnaire developed by the researcher. The collection of the data was limited to those teachers who were teaching English for grades 6-9 (n=134) in one of the regions of the emirate of Abu Dhabi in the UAE. This study revealed a number of major results. First, English language teachers who were teaching students at grade 6-9 have high perceptions of using reading strategies across all categories of major strategies (CM= 4.01). Second, there were some categories of strategies that were used more than the others. For example, teachers used the after reading strategies (M=4.07), the before reading strategies (M=4.05) and the during reading strategies (M=3.95) respectively. Third, there were a few significant differences among individual strategies when considering gender and teaching experience variables. However, no significant difference was found when calculating the overall differences for gender and teaching experience variables. This study has some implications for teaching, instruction and research. Finally, based on the results of the study, a set of recommendations were given to guide and direct future research, curriculum planning, policy making and instruction.

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