Professional development experiences in reading comprehension instruction: L2 teacher reactions to strategic approaches in South Korea

Abstract

The L1 and L2 reading research to date (see van Keer & Verhaeghe, 2005; Scharlach, 2008) reveals that reading strategies have widely been acknowledged as effective methods that contribute to achieving higher-level reading comprehension. Although significant empirical research has been embarked upon in order to confirm theories of reading comprehension, research on teacher education of reading strategy instruction has been limited (Sailors & Price, 2015). Considering that effective teaching influences students’ performances, it is imperative to strengthen the tie between research and practice in teacher education on reading strategy instruction, aimed at propagating the use of reading strategies in the educational environment. This article analyzes data from a teacher development program, and assesses reading comprehension strategies in a Korean educational context. The data analysis is based on the reflective writings of 87 EFL teachers who registered for TESOL graduate programs in South Korea. The report reveals overall positive views on the use of reading strategies in improving students’ reading comprehension, but simultaneously shows teachers’ concerns over the practical applicability of the methodologies in the classroom. Such doubts prevail to an extent whereby teachers perceive the challenges as overwhelming obstacles. This perception must be overcome in order successfully to implement reading strategies. © 2019 Asian E F L Journal Press. All rights reserved.