“It’s difficult since there is no rhyme or reason”: Spelling relevance in an EFL context

This study examines the knowledge of language components in 44 teachers of English as a foreign language (EFL). These components include phonology, orthography, and morphology, for reading and spelling instruction. The study also examines teacher attitudes towards and perceptions of these language components in the context of their self-reported practice. Mixed methods analyses showed that teacher knowledge was not at ceiling level but was...