<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442020000400117</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Investigation of the theoretical and practical orientations of teachers of English as a foreign language]]></article-title>
<article-title xml:lang="es"><![CDATA[Investigación de las orientaciones teórico prácticas de los profesores de Inglés como lengua extranjera]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sahafnia]]></surname>
<given-names><![CDATA[Soudabeh]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Islamic Azad University  ]]></institution>
<addr-line><![CDATA[Tehran ]]></addr-line>
<country>Irán</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>75</numero>
<fpage>117</fpage>
<lpage>124</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442020000400117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442020000400117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442020000400117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study explores English as a Foreign Language teachers' theoretical orientations/practices towards reading instruction in terms of their self-efficacy. Participants were 120 English as a Foreign Language teachers in Iran. Teachers&#8217; Orientation to Reading Instruction (TORI) questionnaire was employed to measure teachers' beliefs about reading instruction. In addition, teachers' self-efficacy questionnaire was administered to examine teachers' self-efficacy in teaching reading. A series of Kruskal Wallis and Chi-Square tests were run to analyze the data. Data revealed that English as a Foreign Language teachers' beliefs towards teaching reading imposed a significant effect on teaching reading and this effect was negative. Also, results demonstrated that teachers' self-efficacy toward teaching reading comprehension made a negative significant effect on teaching process by teachers. In addition, with respect to teachers' practices, this study confirmed that teachers' beliefs about reading instruction and their instructional practices are inconsistent.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio explora las orientaciones / teórico prácticas de los profesores de Inglés como Lengua Extranjera hacia la instrucción de lectura en términos de su autoeficacia. Los participantes fueron 120 maestros de Inglés como Lengua Extranjera en Irán. Se utilizó el cuestionario de Orientación de los maestros para la instrucción de lectura (TORI) para medir las creencias de los maestros sobre la instrucción de lectura. Además, se administró el cuestionario de autoeficacia de los docentes para examinar la autoeficacia de los docentes en la enseñanza de la lectura. Se realizó una serie de pruebas de Kruskal Wallis y Chi-Square para analizar los datos. Los datos revelaron que las creencias de los maestros Inglés como Lengua Extranjera hacia la enseñanza de la lectura impusieron un efecto significativo en la enseñanza de la lectura y este efecto fue negativo. Además, los resultados demostraron que la autoeficacia de los profesores de inglés para enseñar la comprensión de lectura tuvo un efecto negativo significativo en el proceso de enseñanza de los maestros. Además, con respecto a las prácticas de los maestros, este estudio confirmó que las creencias de los maestros de sobre la instrucción de lectura y sus prácticas de instrucción son inconsistentes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[English as a Foreign Language]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[beliefs]]></kwd>
<kwd lng="en"><![CDATA[practices]]></kwd>
<kwd lng="es"><![CDATA[Inglés como Lengua Extranjera]]></kwd>
<kwd lng="es"><![CDATA[autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[creencias]]></kwd>
<kwd lng="es"><![CDATA[prácticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Borg]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do]]></article-title>
<source><![CDATA[Language Teaching]]></source>
<year>2003</year>
<volume>36</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>81-109</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Borg]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Teacher cognition and language education]]></source>
<year>2006</year>
<publisher-name><![CDATA[Continuum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Borg]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Language teacher cognition]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Burns]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Richards]]></surname>
<given-names><![CDATA[J. C]]></given-names>
</name>
</person-group>
<source><![CDATA[The Cambridge guide to second language teacher education]]></source>
<year>2009</year>
<page-range>163-71</page-range><publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chacón]]></surname>
<given-names><![CDATA[C. T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers' perceived efficacy among English as some foreign language teachers in middle schools in Venezuela]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2005</year>
<volume>21</volume>
<page-range>257-72</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Eslami]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Fatahi]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers' Sense of Self-Efficacy, English Proficiency, and Instructional Strategies: A Study of Nonnative EFL Teachers in Iran]]></article-title>
<source><![CDATA[TESL-EJ]]></source>
<year>2008</year>
<volume>11</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>122-38</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freeman]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The hidden side of the work: Teacher knowledge and learning to teach. A perspective from north American educational research on teacher education in English language teaching]]></article-title>
<source><![CDATA[Language Teaching]]></source>
<year>2002</year>
<volume>35</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-13</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Karimi]]></surname>
<given-names><![CDATA[M. N.]]></given-names>
</name>
<name>
<surname><![CDATA[Nazari]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The congruity/incongruity of EFL teachers' beliefs about listening instruction and their listening instructional practices]]></article-title>
<source><![CDATA[Australian Journal of Teacher Education]]></source>
<year>2017</year>
<volume>42</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>62-80</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lau]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Chinese Language Teachers&#8217; Orientation to Reading Instruction and Their Instructional Practices]]></article-title>
<source><![CDATA[Journal of Research in Reading]]></source>
<year>2007</year>
<volume>30</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>414-28</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mullock]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The pedagogical knowledge base of four TESOL teachers]]></article-title>
<source><![CDATA[The Modern Language Journal]]></source>
<year>2006</year>
<volume>90</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>48-66</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ölmezer-Öztürk]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Beliefs and practices of Turkish EFL teachers regarding oral corrective feedback: a small-scale classroom research study]]></article-title>
<source><![CDATA[The Language Learning Journal]]></source>
<year>2016</year>
<page-range>1-10</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pajares]]></surname>
<given-names><![CDATA[M. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; Beliefs and Educational Research: Clearing Up a Messy Construct]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>1992</year>
<volume>62</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>307-31</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Richards]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; Maxims in Language Teaching]]></article-title>
<source><![CDATA[TESOL Quarterly]]></source>
<year>1996</year>
<volume>30</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>281-96</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sepehri]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Sheikhalizadeh]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Descriptions and overall safety status of sport fields in schools of Ardabil city, Iran]]></article-title>
<source><![CDATA[Journal of Social Sciences and Humanities Research]]></source>
<year>2019</year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-5</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Walberg]]></surname>
<given-names><![CDATA[H. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Decision and perception: New constructs for research on teaching effects]]></article-title>
<source><![CDATA[Cambridge Journal of Education]]></source>
<year>1977</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>33-9</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Williams]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Burden]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Psychology for language teachers]]></source>
<year>1997</year>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Woolfolk]]></surname>
<given-names><![CDATA[A. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Hoy]]></surname>
<given-names><![CDATA[W. K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Prospective teachers' sense of efficacy and beliefs about control]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>1990</year>
<volume>82</volume>
<page-range>81-91</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zheng]]></surname>
<given-names><![CDATA[X.]]></given-names>
</name>
<name>
<surname><![CDATA[Borg]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Task-based learning and teaching in China: Secondary school teachers&#8217; beliefs and practices]]></article-title>
<source><![CDATA[Language Teaching Research]]></source>
<year>2014</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>205-21</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
