Exploring Teachers' Beliefs About Listening in a Foreign Language

Irgin, Pelin

doi:10.4018/978-1-7998-7876-6.ch010

Cited by 3 publications

(2 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An early study conducted by Lucas and Schecter 71 has already reported an inconsistency between teachers’ cognition and practices in terms of equity, claiming that though teachers self-reported to be well aware of equity, what they do in the classroom is a different story. The mismatch between teacher cognition and practices is further supported by more recent studies done by Erling et al, 40 Irgin 72 and Sulistyowardani et al 41 …”

Section: Literature Reviewmentioning

confidence: 71%

Towards the Contributing Factors for the Inconsistency Between English as a Foreign Language (EFL) Teachers’ Equity-Oriented Cognition and Practices

Chen¹,

Abdullah²

2023

PRBM

View full text Add to dashboard Cite

Backgrounds and Aims Though EFL teachers now generally hold an equity-oriented mindset, they are often blamed for not implementing equitable practices in the actual teaching. The contributing factors causing cognition-practice inconsistency should be recognized and highlighted to ensure equitable teaching. Therefore, by taking an interpretative qualitative approach, this study explored in-depth the contributing factors that caused the mismatch between EFL teachers’ equity-oriented cognition and practices. Methods We adopted classroom observation and stimulated recall interviews with 10 university teachers to examine the contributing factors that lead to cognition-practice inconsistency. Results Our results showed two experiential factors (unpleasant schooling experiences and limited effective training) and five contextual factors (unfavorable student factors, inharmonious classroom climate, toxic school contexts, equity-deficient education system, and negative social cultures) mediated the relationship between teachers’ equity-oriented cognition and practices. Conclusion The findings shed light on an association between influential factors and teachers’ equity-oriented cognition-practice mismatch. Moreover, an equity-oriented teaching framework was thus proposed to help eliminate the constraining effect of these factors.

show abstract

Section: Literature Reviewmentioning

confidence: 71%

Towards the Contributing Factors for the Inconsistency Between English as a Foreign Language (EFL) Teachers’ Equity-Oriented Cognition and Practices

Chen¹,

Abdullah²

2023

PRBM

View full text Add to dashboard Cite

show abstract

“…That is, teachers' equitybound cognition is a prerequisite that can guarantee equitable practices. In contrast to this statement, a growing body of studies (Chen and Vibulphol, 2019;Wei and Cao, 2020;Irgin, 2021;Wu et al, 2021) has found a distinctive mismatch between EFL teachers' cognition and practices; this dissonance is also reflected in teachers' cognitions and practices toward equity (Erling et al, 2021).…”

Section: Empirical Studies Concerning the Interrelation Between Equit...mentioning

confidence: 79%

Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching

Chen

Abdullah

2022

Front. Psychol.

View full text Add to dashboard Cite

Teachers involved in English as a foreign language (EFL) teaching play a significant role in the process of moving toward educational equity. Teacher cognition is very influential in shaping teacher practice and thus affects students’ academic performance. However, although the role of EFL teachers as equity agents has been recognized, few studies have explored EFL teachers in-depth in terms of their cognition and practice. Moreover, no review studies have given sufficient attention to the task of elucidating the interrelations between EFL teachers’ cognition and practices in the context of educational equity. Therefore, to provide a novel perspective and generate fresh insights into this research field, the current study attempts to explain the connotations of these constructs, highlights the interplay between EFL teachers’ equity-oriented cognition and practice, and identifies both experiential and contextual factors that might have an effect throughout the teaching process. Finally, practical implications and directions for teachers, researchers, policy-makers, and social justice leaders who are interested in actualizing education as a means of attaining equity are also discussed.

show abstract

Beliefs of EFL University Instructors about Teaching Listening in Integration with Speaking, Ethiopia

Shago,

Bushisso,

Olamo

2024

Sage Open

View full text Add to dashboard Cite

This study investigated EFL instructors’ beliefs about teaching listening integrated with speaking skills at Hawassa University, Ethiopia through a mixed-methods approach. A comprehensive sampling technique identified survey respondents whereas a purposive sampling technique selected participants for qualitative data. Employing a 5-point Likert scale questionnaires were framed to analyze input and method domains. Conversely, utilizing semi-structured interviews (four themes) and observations (seven themes) were categorized using NVIVO 12 Pro. Descriptive statistics illustrated the importance of input domains (familiar topics, feedback, knowledge elements, authentic materials, technology integration) and method domains (pre-, while and post-listening phases, and task-based instruction). However, qualitative findings showed inconsistencies between beliefs and practices indicating a need for more effective lesson planning, authentic materials, technology integration, and effective implementation of listening phases. Inferential statistics revealed a strong positive relationship between dependent and independent variables, which showed a significant impact. Consequently, a balanced approach to these domains is crucial for effective integration requiring professional development programs to address the finding’s disparities. The study recommends practical training, authentic material design, technology integration, and progressive assessment with an emphasis on lesson planning. It further suggests exploring practical interventions, comparative studies, longitudinal studies, and student focused studies to enhance the quality of these findings.

show abstract

Exploring Teachers' Beliefs About Listening in a Foreign Language

Cited by 3 publications

References 22 publications

Towards the Contributing Factors for the Inconsistency Between English as a Foreign Language (EFL) Teachers’ Equity-Oriented Cognition and Practices

Towards the Contributing Factors for the Inconsistency Between English as a Foreign Language (EFL) Teachers’ Equity-Oriented Cognition and Practices

Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching

Beliefs of EFL University Instructors about Teaching Listening in Integration with Speaking, Ethiopia

Contact Info

Product

Resources

About