Date of Defense
20-4-2026 4:00 PM
Location
Microsoft Teams
Document Type
Thesis Defense
Degree Name
Master of Education (Curriculum and Instruction)
College
College of Education
Department
Curriculum & Instruction
First Advisor
Negmeldin Omer Alsheikh
Keywords
Reading Strategies, strategic reading instruction, reported use, actual use, cycle two students, EFL, Arab English Teachers
Abstract
Teaching reading strategies is essential for developing comprehension in English as a Foreign Language (EFL) classrooms. While previous studies have largely focused on how learners use reading strategies, there has been limited exploration of how teachers report, perceive, and implement reading strategy instruction in these educational settings. This research gap is particularly relevant in the United Arab Emirates (UAE) during Cycle Two, a crucial phase in students' reading development. This study has explored how Arab English teachers use reading strategies with Cycle Two students in EFL classrooms in the UAE. A convergent mixed-methods design was used. Data were obtained quantitatively through a questionnaire completed by Arab English teachers (n=100) and qualitatively through semi-structured interviews (n=9) and classroom observations (n=9). The survey results revealed that teachers reported moderate to high use of reading strategies across the pre-reading, during-reading, and post-reading stages, and they strongly believed in teaching strategies. Nevertheless, classroom observations indicated that implementation of these strategies was variable, with most being during-reading strategies, while post-reading strategies for evaluation and reflection were less consistent. The data source triangulation suggested discrepancies among teachers' self-reported practices, perceived instructional rationales, and observed classroom behaviors. The paper concludes with a discussion of these findings in relation to the applicable theoretical frameworks and recommendations for instructional practice, professional development, and future research in Cycle Two EFL settings.
Included in
Exploring Arab English Teachers’ Use of Reading Strategies with Cycle Two Students in the UAE: A Mixed-Method Study
Microsoft Teams
Teaching reading strategies is essential for developing comprehension in English as a Foreign Language (EFL) classrooms. While previous studies have largely focused on how learners use reading strategies, there has been limited exploration of how teachers report, perceive, and implement reading strategy instruction in these educational settings. This research gap is particularly relevant in the United Arab Emirates (UAE) during Cycle Two, a crucial phase in students' reading development. This study has explored how Arab English teachers use reading strategies with Cycle Two students in EFL classrooms in the UAE. A convergent mixed-methods design was used. Data were obtained quantitatively through a questionnaire completed by Arab English teachers (n=100) and qualitatively through semi-structured interviews (n=9) and classroom observations (n=9). The survey results revealed that teachers reported moderate to high use of reading strategies across the pre-reading, during-reading, and post-reading stages, and they strongly believed in teaching strategies. Nevertheless, classroom observations indicated that implementation of these strategies was variable, with most being during-reading strategies, while post-reading strategies for evaluation and reflection were less consistent. The data source triangulation suggested discrepancies among teachers' self-reported practices, perceived instructional rationales, and observed classroom behaviors. The paper concludes with a discussion of these findings in relation to the applicable theoretical frameworks and recommendations for instructional practice, professional development, and future research in Cycle Two EFL settings.