EFL Teachers’ Beliefs About Listening and Their Actual Listening Instructional Practices

This paper reports a mixed-method study on listening instructional practices and beliefs of 50 EFL teachers public private universities in Cuenca, Ecuador. The aimed to provide empirical evidence teaching determine teachers’ about listening. Data were gathered through questionnaire structured class observations. Results evidenced that emphasize task completion rather than development, are oriented towards the product process lack decoding.