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This research examines Iranian EFL teachers’ beliefs about listening and the belief-driven instructional practices they enact. A listening beliefs questionnaire was completed by 85 teachers, followed by classroom observation of 12 teachers who taught using an audio stimulus. Results showed no significant BA–MA differences and no significant correlation between beliefs and listening instructional practices. Interviews highlighted time constraints as a major barrier to implementing beliefs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-congruityincongruity-of-efl-teachers-beliefs-about-listening-instruction-and-their-listening-instructional-practices/593731/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-congruityincongruity-of-efl-teachers-beliefs-about-listening-instruction-and-their-listening-instructional-practices/593731.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about EFL teachers’ beliefs?","Question",{"text":112,"@type":113},"It investigates Iranian EFL teachers’ beliefs about listening and how these beliefs drive their listening instructional practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the teachers’ beliefs and practices collected in the study?",{"text":117,"@type":113},"A listening beliefs questionnaire was administered to 85 teachers, and 12 teachers were observed in classrooms after being given an audio to teach.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding the relationship between beliefs and practices?",{"text":121,"@type":113},"No significant differences were found between BA and MA teachers’ listening beliefs or practices, and there was no significant relationship between beliefs about listening instruction and listening instructional practices. Interviews also identified time constraints as a major obstacle.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593731,1792160719,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":31,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 2 | Article 5 |\n| --- | --- |\n\n2017  \nThe Congruity/Incongruity of EFL Teachers’Beliefs about Listening Instruction and their Listening Instructional Practices  \nMohammad Nabi Karimi  \nKharazmi University, Tehran, Iran, [karimi_mn@yahoo.com](karimi_mn@yahoo.com)  \nMostafa Nazari  \nKharazmi University, Tehran, Iran  \nRecommended Citation  \nKarimi, 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).  \n[http://dx.doi.org/10.14221/ajte.2017v42n2.5](http://dx.doi.org/10.14221/ajte.2017v42n2.5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss2/5](http://ro.ecu.edu.au/ajte/vol42/iss2/5)  \nAustralian Journal of Teacher Education  \nThe Congruity/Incongruity of EFL Teachers’ Beliefs about Listening Instruction and their Listening Instructional Practices  \nMohammad Nabi Karimi  \nMostafa Nazari  \nKharazmi University, Tehran, Iran  \nAbstract: While research on EFL teachers’ beliefs and the realization  \nof these beliefs in their classroom practices has recently gained  \nmomentum in the field of applied linguistics, the study of teachers’  \nbeliefs as they relate to listening has received insufficient attention in  \nthe literature. This study was conducted to investigate Iranian EFL  \nteachers’ beliefs about listening and their beliefs-driven instructional  \npractices. To this end, a listening beliefs questionnaire was  \nadministered to a total of 85 teachers (BA= 49, MA= 36), followed by  \nclassroom observation of 12 teachers (6 teachers per group) who  \nwere given an audio to teach. The results revealed that there was no  \nsignificant difference between BA and MA teachers regarding their  \nlistening beliefs and beliefs-driven practices. The results of the Phi  \ncoefficient of correlation indicated that there was no significant  \nrelationship between teachers’ beliefs about listening instruction and  \ntheir listening instructional practices. Furthermore, the results of the  \ninterview showed that time, besides other impediments, was the major  \nobstacle for teachers to actualize their listening beliefs. The  \nimplications of the study for teacher education are discussed.  \nKeywords: Listening Instruction, Beliefs, Practices, Degree, EFL Teachers.  \nIntroduction  \nOver the past decades, the field of education has been concerned with recognizing teachers’ mental lives as a potential source shaping their classroom approach (Freeman, 2002) . Teachers’ beliefs about different aspects of teaching, which influence their instructional choices, form part of their mental lives (Borg, 2003). These beliefs shape what Borg (2003, p. 81) called teacher cognition, defined as “the unobservable cognitive dimension of teaching‒what teachers know, believe, and think”. Teachers’ beliefs about different aspects of teaching are presumed to influence their instructional practices to a great extent (Nunan, 2004). Borg (2001) defined belief, generally, as a proposition which may be consciously or unconsciously held, serving as a guide to thought and behavior. Kagan (1992, p. 65) defined teachers’ beliefs as “tacit, often unconsciously held assumptions about students, classrooms, and the academic material to be taught”. Exploring the guides to thought and behavior, tacit assumptions, and unobservable  \nVol 42, 2, February 2017 62  \nAustralian Journal of Teacher Education  \ncognitive dimension of teaching has recently gained momentum in offering insights into teachers’ classroom approach.  \nJohnson (1994) proposed that three basic assumptions build the research on teachers’beliefs. First, teachers’ beliefs influence both conception and judgment that, in turn, impact on their instructional choices. Second, teachers’ beliefs play a crucial role in the outcomes of preservice and in-service training, because they moderate ","cbCaibLdMyFndUUB","https://ap.wps.com/l/cbCaibLdMyFndUUB","pdf",568945,"English","# Introduction\n## Teachers’ beliefs and teacher cognition\n## Beliefs shaping instructional choices\n## Espoused theory vs. theories of action\n## Prior research on correspondence between beliefs and practices","[{\"question\":\"What does the study investigate about EFL teachers’ beliefs?\",\"answer\":\"It investigates Iranian EFL teachers’ beliefs about listening and how these beliefs drive their listening instructional practices.\"},{\"question\":\"How were the teachers’ beliefs and practices collected in the study?\",\"answer\":\"A listening beliefs questionnaire was administered to 85 teachers, and 12 teachers were observed in classrooms after being given an audio to teach.\"},{\"question\":\"What were the main findings regarding the relationship between beliefs and practices?\",\"answer\":\"No significant differences were found between BA and MA teachers’ listening beliefs or practices, and there was no significant relationship between beliefs about listening instruction and listening instructional practices. Interviews also identified time constraints as a major obstacle.\"}]","The Congruity/Incongruity of EFL Teachers’ Beliefs about Listening Instruction and their Listening Instructional Practices | PDF",1792077808]