A qualitative case study on teachers’ cognition about integrated reading and writing course at one Indonesian university

The primary goal of this study is to delve into the intricate relationship between teachers’ cognition and classroom practices in an integrated reading and writing course in an English as a Foreign Language (EFL) context. This exploration was conducted using a unique combination of semi-structured interviews and classroom observations within a qualitative case study approach. The aim was to determine whether teachers’ cognition about reading-writing connections had a bi-directional relationship with their classroom practices in the EFL college-level domain.

The findings revealed the nonlinearity between teacher cognition and practices, exhibiting convergence and divergence of their beliefs and instruction. Their diverse views of integrated reading-writing pedagogy were shaped by their prior knowledge, teaching experiences, and contextual factors, and the scarcity of in-service professional training and reflective practices. These findings have practical implications for the design and implementation of integrated skills-based instructions within the EFL context from a global perspective, suggesting a balanced approach incorporating reading and writing skills to provide an impact on students’ learning outcomes.