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Teachers’ beliefs and practices in listening instruction: a study of senior high school English teachers in Taoyuan City
Cheng, Yen Ling
Yu, Ming Chung
Cheng, Yen Ling
|Issue Date:||2017-08-10 10:17:07 (UTC+8)|
The present study attempted to investigate senior high school English teachers’ beliefs and practices in listening instruction. Additionally, efforts were made to determine whether differences between their beliefs and practices existed and what background factors affected those beliefs and practices.
This research involved a survey, utilizing a questionnaire concerning teachers’ beliefs as well as practices in teaching listening. 175 English teachers from 13 public senior high schools in Taoyuan City, Taiwan participated in the study. The quantitative analysis of the questionnaires was conducted through descriptive statistics, paired- samples t-tests, independent-samples t-tests, and one-way ANOVA along with Scheffe’s post-hoc test whenever necessary.
Results of this study indicated that the respondents generally held positive attitudes toward listening instruction, while they seemed to infrequently implement listening activities in the classroom, especially listening activities regarding socio-affective listening strategies. Significant differences between teachers’ beliefs and practices were also found to exist. In addition, years of English teaching, academic major chosen, and workshop attendance experience were influential to how teachers’ beliefs were formed; age, highest degree obtained, workshop attendance experience and domain-related paper access were likewise influential to teachers’ practices. It is hoped that this study can provide a further understanding of teachers’ beliefs and practices concerning listening instruction. Finally, based on the findings, the researcher presented some pedagogical implications to improve English listening education in Taiwan and some recommendations for future research.
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