Elementary EFL Teachers’ Familiarity with Reading Strategies

Abstract The present study investigated EFL teachers’ familiarity with reading strategies. It aimed, particularly, at gaining an insight into whether they instruct students in using strategies in their attempt to derive meaning when interacting with written texts in EFL. The sample of the research consisted of 10 instructors, who work at public elementary schools. Data were collected through semi-structured interviews and were analyzed through content analysis. The results of this study indicated that most of the teachers were not involved in teaching students how to use reading strategies to approach and comprehend written texts in EFL, which contributes to autonomous learning, as they were not familiar with the concept of reading strategies. However, further research on this issue is required in order to verify and extend the results of the current study.