EFL teachers on the role of language awareness in enhancing students’ reading comprehension.
This study addresses the role that language awareness might play in the improvement of the reading comprehension of EFL students in the last three years of havo and vwo at secondary school. The main research question is: In what way can the enhancement of language awareness improve Dutch students’ reading comprehension in English according to secondary school EFL teachers? To answer this question, interviews with secondary school EFL teachers were conducted. The answers of the teachers were analysed based on grounded theory. Similar patterns were sought in their answers on how reading comprehension is taught and what linguistic factors contribute to the enhancement of students’ reading comprehension. The results show that teachers find vocabulary knowledge, motivation and possibly word class the most important factors that contribute to an enhanced comprehension of texts. Moreover, the results lead to the conclusion that CITO tests should change before teachers can change their methods.
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