Shago Addisu Bogale, Bushisso Elias Woemego, Olamo Taye Gebremariam
Department of English Language and Literature, College of Social Sciences and Humanities, Hawassa University, Hawassa, Sidama Regional State, Ethiopia.
Department of English Language and Literature, College of Social Sciences and Humanities, Wolaita Sodo University, Wolaita, Southern Ethiopia Regional State, Ethiopia.
PLoS One. 2025 Aug 8;20(8):e0327029. doi: 10.1371/journal.pone.0327029. eCollection 2025.
Employing integral instruction of listening and speaking, and understanding their roles is significant for effective language teaching, developing learners' spoken and written proficiencies, and improving their achievement and motivation. However, there is limited prior research on EFL-integrated listening and speaking in public universities in Ethiopia. Investigating the integral teaching/learning of listening and speaking remains a research problem. Accordingly, the study aims to examine University English EFL instructors' implementations in teaching integral listening and speaking employing a concurrent mixed-methods design. A total of 252 sample respondents were involved in data collection. Comprehensive and systematic sampling techniques were used to select respondents using a 5-point Likert scale. Through purposive sampling, 12 instructors were identified for qualitative data collection employing semi-structured observations and interviews. Quantitative data analysis employed descriptive and inferential statistics run by SPSS version 20. Qualitative data were thematically analyzed utilizing NVIVO 12 Pro. The findings revealed a remarkable mismatch between EFL instructors' reported practice and the implementation of integral teaching of listening and speaking. Students' questionnaire data confirmed the mismatch between the results of the instructors' practice and implementation. The main themes predicted integral practice included using real-life listening materials, appropriate application of listening phases, and using the language features appropriately. The variance was indicated by the effect size with an eta-squared value of 75%. Qualitative findings supported that EFL teachers frequently relied on non-authentic listening materials. The study implied that EFL program development and curriculum reviews incorporate key factors influencing integral instruction of listening and speaking in the present study. Finally, the study provided recommendations for EFL teachers and the contexts beyond the present settings.
采用听说一体化教学，并理解它们的作用，对于有效的语言教学、培养学习者的口语和书面能力以及提高他们的成绩和学习动机具有重要意义。然而，此前关于埃塞俄比亚公立大学英语作为外语（EFL）听说一体化教学的研究有限。探究听说一体化教学/学习仍然是一个研究问题。因此，本研究旨在采用并发混合方法设计，考察大学英语EFL教师在实施听说一体化教学方面的情况。共有252名样本受访者参与了数据收集。采用综合系统抽样技术，使用5点李克特量表来选择受访者。通过目的抽样，确定了12名教师进行定性数据收集，采用半结构化观察和访谈。定量数据分析采用SPSS 20版本运行的描述性和推断性统计方法。定性数据使用NVIVO 12 Pro进行主题分析。研究结果显示，EFL教师所报告的实践与听说一体化教学的实施之间存在显著不匹配。学生的问卷数据证实了教师实践结果与实施情况之间的不匹配。预测的一体化实践的主要主题包括使用真实生活的听力材料、听力阶段的适当应用以及语言特征的恰当使用。效应大小表明差异，eta平方值为75%。定性研究结果支持EFL教师经常依赖非真实的听力材料。该研究表明，EFL课程开发和课程审查应纳入本研究中影响听说一体化教学的关键因素。最后，该研究为EFL教师及当前环境之外的情况提供了建议。
