August 27, 2026 Thesis Open Access

ADUGNA JIRATA GEMECHU

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  <identifier identifierType="DOI">10.20372/nadre:25830</identifier>
  <creators>
    <creator>
      <creatorName>ADUGNA JIRATA GEMECHU</creatorName>
    </creator>
  </creators>
  <titles>
    <title>TEACHERS' PERCEPTIONS AND CLASSROOM PRACTICES IN  USING READING TEXTS IN TEACHING ENGLISH LANGUAGE  READING SKILLS</title>
  </titles>
  <publisher>Zenodo</publisher>
  <publicationYear>2026</publicationYear>
  <dates>
    <date dateType="Issued">2026-08-27</date>
  </dates>
  <resourceType resourceTypeGeneral="Text">Thesis</resourceType>
  <alternateIdentifiers>
    <alternateIdentifier alternateIdentifierType="url">https://nadre.ethernet.edu.et/record/25830</alternateIdentifier>
  </alternateIdentifiers>
  <relatedIdentifiers>
    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsVersionOf">10.20372/nadre:25829</relatedIdentifier>
    <relatedIdentifier relatedIdentifierType="URL" relationType="IsPartOf">https://nadre.ethernet.edu.et/communities/20-25</relatedIdentifier>
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  <rightsList>
    <rights rightsURI="info:eu-repo/semantics/openAccess">Open Access</rights>
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  <descriptions>
    <description descriptionType="Abstract">&lt;p&gt;ABSTRACT This study explores EFL teachers&amp;rsquo; perceptions of using diverse reading texts in teaching reading skills at Kiltukara Secondary School. Population of the study was Kiltu-Kara Secondary School EFL teachers, and participants of the study were sampled out using convenience sampling technique. Accordingly, four male and no female) teachers participated in the study. Data were gathered using interview and classroom observation. Employing a qualitative case study design, the research aimed to gain in-depth insights into how teachers&amp;#39; perceptions align with their classroom practices. Data were collected through semi-structured interviews and classroom observations, then analyzed using introspective thematic analysis. The findings revealed a noticeable disconnect between teachers&amp;rsquo; stated perceptions and their actual instructional practices. Although participants acknowledged the value of varied reading texts in enhancing student engagement and comprehension, they predominantly relied on limited text types due to curriculum demands, lack of resources, and insufficient professional development. The study recommends targeted in-service training and institutional support to bridge the gap between teachers&amp;#39; perceptions and their classroom practices. It also calls on curriculum designers to consider practical classroom realities to promote more effective reading instruction.&lt;/p&gt;</description>
  </descriptions>
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