“The Sins of the Reader”: An Examination of EFL Reading Self-Beliefs among Pre-service Teachers in Chile

This study explores the self-efficacies, self-concepts and self-esteems as readers of English of 20 undergraduate students and pre-service teachers (PSTs) enrolled in an English as a foreign language (EFL) teacher education programme in Chile. This study examines their beliefs about themselves as EFL readers and discusses PSTs’ internal landscapes and their potential to influence their students’ reading motivation in English. Qualitative data were gathered through 7 focus group sessions via Zoom and analysed through codebook thematic analysis. The findings reveal that participants’ self-beliefs are complex, dynamic and multidimensional. Their self-efficacy, self-concept and self-esteem as readers of English are informed by preconceptions about EFL reading, mainly understood from intensive (IR) and extensive reading (ER) approaches, as well as their beliefs about an idealised EFL reader, and motivation for reading in EFL. The implications of this study relate to the importance for EFL teacher education programmes in the country to consider affective and internal dimensions in positive EFL reading instruction. It emphasizes the importance of nurturing positive self-perceptions to promote EFL reading motivation and engagement vital for both teacher development and student success in EFL contexts. By fostering self-confidence and promoting a flexible approach to EFL reading, teachers can create a supportive learning environment, encouraging EFL reading motivation and engagement. Keywords: EFL reading, EFL pre-service teachers, self-concept, self-esteem, self-efficacy