Exploring the approaches of English teachers in Turkey towards reading strategies and vocabulary teaching: Perceptions and practices

The present study aimed to explore Turkish EFL teachers' perceptions and practices regarding reading strategies. For this exploration, four data collection tools were employed. These can be listed as focus group interviews, individual interviews, observations, and material analysis. A total of 31 in-service EFL teachers participated in the study, all of whom were working at secondary and high schools. The results revealed that strategy use is often limited to pre-reading and is not systematic. In addition, it was also noted that teachers had low student motivation and time constraints, and the materials were not suitable for the students' interests and levels. Nevertheless, it was found that teachers made efforts to overcome these difficulties through their own efforts. This study offers practical implications for teacher training, material design, and curriculum alignment in EFL contexts.