2025/08/17 by Hussen, Abdusemed Mohammed, Hussen, Jeylan Wolyie, Abera Admasu +1
#CALLA Framework #Instructional Practices #Reading Strategies #Teachers’ Qualifications
paper · doi:10.20372/mwu.jessd.2025.1576
Effective reading instruction is vital for English language learners, especially in multilingual settings like Ethiopia, where English is a core subject in primary education. However, limited research exists on how teachers’ beliefs, qualifications, and classroom practices align with evidence-based frameworks. This study addresses this gap by examining English language teachers’ beliefs, subject qualifications, and use of reading strategies within the CALLA model. A mixed-methods design was employed with 255 teachers participating. Data were collected through surveys, interviews, classroom observations, and document analysis. Quantitative data were analyzed using descriptive statistics, one-way ANOVA, Pearson correlations, and post hoc tests, while qualitative data were examined thematically. Results showed that teachers placed the highest value on social/affective strategies during both pre-reading (M = 4.05) and during-reading (M = 4.05) stages. Cognitive strategies were most emphasized post-reading (M = 3.61). However, overall classroom implementation was moderate (M = 3.17 to 3.35), with metacognitive strategies during practice being the least applied (M = 2.84). ANOVA results showed a significant difference in strategy use based on subject qualifications (F(2, 252) = 3.494, p = .032), with post hoc tests showing that English-qualified teachers employed reading strategies more frequently than those qualified in Afaan Oromoo (mean difference = -0.206, p = .032). Correlation analysis revealed moderate, significant links between teachers’ beliefs and their practices (r = .393, p < .01), and between beliefs about importance and choice (r = .631, p < .01). Findings underscore the need for targeted professional development and structural support to bridge the gap between belief and practice in reading instruction.