VIETTESOL INTERNATIONAL CONVENTION 2025

This study explores and compares EFL teachers’ beliefs about two instructional strategies - Graphic Organizers (GOs) and Questioning Strategies (QS) - in teaching reading. While research highlights their benefits, little is known about teachers' perceptions of their effectiveness and implementation challenges. Given that reading comprehension is vital in Vietnam’s EFL curriculum, understanding these beliefs is crucial. Using a sequential mixed-methods approach, data were collected from 104 EFL teachers via questionnaires and eight semi-structured interviews. Findings indicate that teachers view both strategies positively, recognizing GOs for structuring complex texts and QS for fostering critical thinking. However, beginning teachers reported concerns about the time and effort required to implement GOs effectively. Qualitative findings highlight the value of integrating GOs and QS to meet diverse learners’ needs. The study also proposes a decision-making model linking teachers’ beliefs with strategy implementation, offering a framework for effective instruction. Implications emphasize the need for professional development on reflective practices and practical training. Recommendations are provided for instructional designers, administrators, and policymakers to support teachers in adopting effective reading strategies aligned with students’ needs and curricular goals.