Process-oriented Listening Instruction: A study of Iranian EFL Teachers’ Stated and Actual Practices

Document Type : Research Paper

Authors

University of Tabriz

Abstract

Research on teacher cognition concerning listening instruction has not been sufficiently touched upon. The present case study aimed to investigate Iranian EFL teachers' stated practices, their perceptions of how effective those practices are, and their actual classroom practices of two casual process-oriented listening instructional approaches namely, strategy-based instruction (SBI) and metacognitive instruction (MCI). To this end, a mixed methods design was utilized. Five experienced EFL teachers were required to be observed and to fill a self-report questionnaire. The findings from the questionnaire revealed teachers' relative but insufficient use of the two process-oriented approaches. Regarding the effectiveness of the process-oriented approaches, the majority of the techniques were perceived by the teachers as effective. Also, the result of the observation showed that process-oriented approaches were conspicuously absent in the teachers' actual classroom practices. Finally, pedagogical implications for EFL teachers, teacher educators, and material developers concerning how best to teach listening are discussed.

Keywords

References

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Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)
Volume 36, Issue 3
October 2017
Pages 145-174

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History

  • Receive Date: 15 March 2017
  • Revise Date: 26 November 2017
  • Accept Date: 09 December 2017

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