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dc.contributor.advisorDaniel, Mayra C., 1950-en_US
dc.contributor.authorBoonteerarak, Patcharaen_US
dc.date.accessioned2017-08-02T21:16:20Z
dc.date.available2017-08-02T21:16:20Z
dc.date.issued2014
dc.identifier.urihttp://commons.lib.niu.edu/handle/10843/17769
dc.descriptionAdvisors: Mayra Daniel.en_US
dc.descriptionCommittee members: Chris Carger; James Cohen.en_US
dc.description.abstractTheories of reading have altered throughout history. Originally, reading was understood as a process of knowledge transmission, but currently, reading is viewed as a process of meaning construction. The changing conceptualizations about the reading process have emphasized the active role of readers among second language (L2) students and altered perspectives on L2 reading instruction in a more constructive way. An unawareness of the changing conceptualizations of L2 reading may be the main obstacle to the professional development among teachers of L2 reading. This study aims to explore Thai teachers' conceptual beliefs about reading, instructional practices in L2 reading classrooms, influences of teachers' beliefs about reading on instructional practices, and their perceptions of the roles of L2 reading teachers.en_US
dc.description.abstractFour Thai participants teaching English (L2) reading at a private university in Northern Thailand participated in the study. Primary data sources included in-depth interviews, classroom observations, and document reviews. A coding system was used to analyze the data.en_US
dc.description.abstractThe research revealed that two participants hold transmission beliefs about reading while two others have beliefs that gear toward transactional beliefs about reading. In addition, these beliefs about reading are found to be related to teachers' instructional practices. L2 reading classrooms of teachers who hold transmission beliefs about reading were teacher-directed and focused on vocabulary while classrooms of teachers who hold transactional beliefs were student-centered and emphasized classroom discussions. Teachers who hold transmission beliefs about reading see themselves as a controller of classroom activities and an arbiter of interpretation, while teachers who have transactional beliefs about reading perceive themselves a facilitator of teaching and learning activities and students' reading processes.en_US
dc.description.abstractThis study suggests classroom visits and knowledge sharing among teachers of L2 reading are needed. In addition, the university needs an effective professional development program focusing on current theories of L2 reading and teaching methods. Regarding L2 reading instruction, both text-based and reader-based knowledge should be the foci of L2 reading classrooms, and more explicit instruction of strategic reading is needed.en_US
dc.format.extent211 pagesen_US
dc.language.isoengen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subject.lcshEnglish language--Study and teaching--Foreign speakersen_US
dc.subject.lcshSecond language acquisition--Study and teachingen_US
dc.subject.lcshReadingen_US
dc.subject.lcshEnglish as a second languageen_US
dc.subject.lcshTeacher educationen_US
dc.titleExploring Thai teachers' conceptual beliefs about reading and their influences on instructional practicesen_US
dc.typeTexten_US
dc.contributor.departmentDepartment of Literacy and Elementary Educationen_US
dc.description.degreeEd.D. (Doctor of Education)en_US


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