EFL Teacher's strategies in teaching reading through distance learning in Secondary female schools

This study investigates EFL teachers' practices in teaching reading through distance learning, during COVID-19 pandemic that the world suffered because of, and schools shifted to distance learning.It also investigates whether EFL teachers' practices are influenced by certain variables, such as years of experience, and school type.To achieve this aim, a questionnaire was designed as a primary instrument to collect data and it covered three dimensions of EFL teachers' practices (pre-, while-, and post-reading stages).It addressed a sample of 71 Jordanian EFL female teachers.They were from both public and private secondary schools.The questionnaire comprised 25 items, and these items were adapted from different studies.Data were collected and analyzed using descriptive statistics.The findings were discussed to reach conclusions via SPSS (Version 23).The results of the study showed to what extent EFL teachers used reading strategies while teaching the three stages of reading through distance learning.As for the classifying variables, the results showed statistically significant differences (α= 0.05) associated with school type in favor of post-reading stage.Most EFL teachers used more strategies in the post-reading stage when teaching through distance learning, whereas the pre-reading strategies were the least used.On the other hand, the responses showed no statistically significant differences according to years of experience in the three reading stages.It is recommended to do more research on the same topic and focus on other variables, such as the gender.