Australian Journal of Teacher Education
Abstract
While research on EFL teachers’ beliefs and the realization of these beliefs in their classroom practices has recently gained momentum in the field of applied linguistics, the study of teachers’ beliefs as they relate to listening has received insufficient attention in the literature. This study was conducted to investigate Iranian EFL teachers’ beliefs about listening and their beliefs-driven instructional practices. To this end, a listening beliefs questionnaire was administered to a total of 85 teachers (BA= 49, MA= 36), followed by classroom observation of 12 teachers (6 teachers per group) who were given an audio to teach. The results revealed that there was no significant difference between BA and MA teachers regarding their listening beliefs and beliefs-driven practices. The results of the Phi coefficient of correlation indicated that there was no significant relationship between teachers’ beliefs about listening instruction and their listening instructional practices. Furthermore, the results of the interview showed that time, besides other impediments, was the major obstacle for teachers to actualize their listening beliefs. The implications of the study for teacher education are discussed.
Recommended Citation
Karimi, M., & Nazari, M. (2017). The Congruity/Incongruity of EFL Teachers’ Beliefs about Listening Instruction and their Listening Instructional Practices. Australian Journal of Teacher Education, 42(2). https://doi.org/10.14221/ajte.2017v42n2.5
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