INVESTIGATING TEACHERS’ BELIEFS ABOUT READING COMPREHENSION IN RELATION TO CLASSROOM ASSESSMENT PRACTICES: Case of 1st Year EFL Students at Tlemcen University

Abstract

Reading is basically regarded as the process of finding information and inferring meaning from a written text. Teachers’ beliefs and theoretical orientations, in relation to the content and process of teaching and assessing reading, constitute a solid background for their classroom instructional and evaluative practices. This research work aims at exploring those beliefs and their manifestation in classroom reading instruction and assessment. Furthermore, this research looks at the impact of classroom reading assessment on English as a Foreign Language learners’ comprehension ability and discusses the necessity of updating reading assessment strategies, considering the adoption of alternative assessment forms that would promote learners’ reading motivation and support the development of their comprehension ability.