Revisiting Academic Reading Teaching: Insights From In-Service EAP Teachers in Bangladesh
DOI:
https://doi.org/10.17507/tpls.1510.01Keywords:
beliefs, practices, English for academic purposes (EAP), academic reading, misalignmentAbstract
The goal of this study was to see how teachers' beliefs about teaching academic reading skills in English for Academic Purposes (EAP) courses aligned with their actual teaching practices at a Bangladeshi university. Academic reading is a vital skill for students pursuing higher education, yet discrepancies often exist between teachers’ theoretical understanding of the subject and classroom execution. Using a qualitative approach, the study employs multiple case studies of three EAP instructors, incorporating semi-structured interviews and classroom observations. The findings revealed a significant misalignment between teachers’ beliefs and practices. Although teachers support student-centered approaches such as scaffolding and peer interaction, their classroom practices remain largely teacher-centered, with an overemphasis on teacher talk, controlled textbook tasks, and limited formative assessments. This disconnection between beliefs and practices limits opportunities for active learning and student engagement. This study highlights gaps in aligning lesson objectives, task design, and scaffolding with students’ needs. These findings suggest the need for more reflective, student-centered pedagogy to bridge the gap between teachers’ intentions and classroom realities, ultimately enhancing academic reading instruction for EAP students.
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