This study explores teachers’ beliefs about teaching reading and reading instructional practices. The study seeks to answer the questions such as what the English language teachers believe about teaching reading in English to the Saudi EFL learners and how they form/develop their beliefs in this particular context. The study also tries to find out why teachers hold particular sets of beliefs about teaching reading in English and what reading instructional practices do teachers of apparently different beliefs use with Saudi EFL learners.
The main objective of the study is mainly achieved by conducting a survey questionnaire with 75 and audio-recording active interviews with five practising English language teachers who are currently working in Saudi higher education. Thus the study is a combination of both the qualitative and the quantitative research methodologies.
The findings of the study show that the teachers’ beliefs are not stagnant, rather they are flexible and are guided by what works well and less well for their learners. A clear consensus is also seen about the significance of teachers’ beliefs in teaching reading and teachers have no doubt about the importance of reading in the learners’ overall English language learning.
Though there is a general belief of the teachers that their role should be of a facilitator, practically a teacher has to perform a very active role and lead the reading activities in a reading class.
This research study not only brings some useful data to the higher education institutes in Saudi Arabia to help them figure out teachers’ beliefs on various aspects of teaching reading but also presents some recommendations on how to improve teaching of reading in the context of Saudi Arabia. The findings of the study can be useful to the English language teachers and researchers in identifying the beliefs of one of the key elements of the educational system
