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

Abstract

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.