EFL Teachers´ Perspective about Reading: A Descriptive Study

Abstract

This study was focused to describe EFL teachers’ perspectives towards reading. The investigation was developed with a sample of 50 teachers of English, among them. All of them are from different regions of the Ecuador. All expressed having bachelor's and master's degrees in English education, whose level of English was between B1 to C1 according to the Common European Framework of References (CEFR). Qualitative and quantitative data were used for the collection of information through a Google Forms survey. The results showed that all teachers read in English as a second language to improve their knowledge, expand vocabulary, and feel interested in reading in that language. They also mentioned knowing different reading strategies since it facilitates vocabulary acquisition and improves the understanding of their grammar. Nevertheless, the lack of practice is one of the factors why teachers do not improve their level of English. This research aims at students or teachers in careers of English teaching as a second language who want to know teachers' perspectives towards reading. The present study could improve teaching techniques in bilingual educational centers or institutions to improve the development of foreign language skills.