Examining the use of best practices and challenges in teaching listening comprehension in Swaziland

Abstract

The teaching of listening comprehension in Swaziland is marred by unsystematic practices, largely characterized by individual teacher's preferred instructional practice, leading to students' compromised performance in English language, mainly in listening comprehension. This intrinsic case-study examined the use of best practices in teaching of listening comprehension at senior secondary schools in Swaziland. The main objective of the study was to unearth teachers' prevalent instructional practices, currently impacting students' performance in listening comprehension. Twenty participants from twenty schools were selected for this study. Simple random sampling (EPSEM) of schools and purposive sampling of participants was used. Data were collected using two methods: observation and standardized open-ended interviews. The constant comparative method and the Three-C model were used to analyse data. The study revealed inconsistencies in teaching of listening comprehension and lack of books and other supportive teaching materials. Creative synthesis and vignettes are used to present the results. The findings of this study have implications for improving teaching of listening comprehension in Swaziland, including improving students' performance in listening comprehension.