Investigating reading in mother tongue and foreign language in light of teachers' opinion

Abstract

Hungarian students’ performance in reading is not satisfactory (OECD, 2019), and literature urges a pedagogical paradigm shift in L2 (foreign language) teaching (Einhorn, 2015). The key role of reading and L2 knowledge is widely recognised. Teachers have an undoubtable role in the process of learning these (Szivák & et al, 2020), which brings about interesting questions for researchers: What kind of difficulties do teachers face when reading in mother tongue (L1) and L2? How do they evaluate reading instruction in L1 and L2 classes? Does their L2 proficiency level modify their difficulties when reading and their perception about improving reading? In this research N=326 teachers and teacher trainees filled in an anonym online survey, which contains open-ended questions and two closed questions that are discussed in the present study. Results show that participants tend to blame outer factors as difficulties in L1 reading, while in L2 they regard their lack of language proficiency in that matter. The difference between respondents by their L2 proficiency is evident in their various thinking processes. Improving reading depends highly on teachers and their choice of methods; improving reading in L2 classes is emphasized more. The level of L2 proficiency differentiates respondents’ perceptions more regarding improvement of L2 reading than of L1. Results of the study might aid teachers and teacher trainings, as well as provides information to L1 and L2 teaching practice in the area of reading.