READING STRATEGIES EMPLOYED BY SENIOR HIGH SCHOOL ENGLISH TEACHERS IN THE PHILIPPINES
DOI:
https://doi.org/10.55197/qjssh.v3i2.134Keywords:
language teaching, mixed-method, pedagogy, vocabularyAbstract
One of the most difficult aspects of pedagogy is teaching reading. This study looked into the pre-, during, and post-reading strategies used by English teachers in a public secondary school, as well as the obstacles they experienced when teaching reading. This study used a mixed-methods approach, with a survey-questionnaire to collect quantitative data and a semi-structured interview used to collect qualitative data. The research included eighteen (18) senior high school English teachers. Teachers utilize pre-, during-, and post-reading methods extensively, according to the findings. Teachers invite students to generate questions about the topic during pre-reading exercises. Teachers use during-reading strategies such as asking students to identify the main concept of the reading material and asking questions to evaluate their understanding. They ask students to complete a task (as a post-reading strategy), and the semi-structured interview reveals that the respondents' top challenges are students' vocabulary size and teachers' lack of training. Based on the findings of this study, supplementary reading material was developed to assist English language teachers in teaching reading in their respective classes.
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