Teaching Literal Reading in EFL Contexts: A Case Study of One English Teacher
DOI:
https://doi.org/10.21460/saga.2026.71.258Keywords:
case study, EFL, literal reading, reading comprehensionAbstract
The main objective of this study is to explore how an English teacher teaches literal reading comprehension in an EFL context. This study employs a qualitative case study design. The semi-structured interview was used as the instrument to explore teachers’ understanding of literal reading, instructional strategies, perceived student difficulties, and contextual factors influencing instruction. Thematic analysis was for the data analysis stage. The study identified four major themes: conceptualizing literal reading as a foundational skill, strategy-oriented instruction, vocabulary-related challenges, and teacher scaffolding within contextual constraints. Therefore, it is concluded that teaching literal reading comprehension is a demanding process and plays a crucial role in supporting students’ reading development in EFL classrooms.
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