A study on efl teachers' conceptions and practices with efl learners' listening comprehension problems

As an EFL teacher working at a state university, I have been interested in finding out how EFL teachers at state universities perceive prep school EFL students' listening comprehension problems. In this sense, this research was done to investigate how EFL teachers perceive students' problems related to listening comprehension and what in-class practices and solutions they provide in order to deal with these problems. The participants of this study were EFL teachers working at Gaziantep University Higher School of Foreign Languages. For this purpose, the study was conducted with 56 EFL teachers. This study was carried out by employing qualitative and quantitative research designs. In this regard, the participants were given a perception questionnaire consisting of 30 items related to students' listening comprehension problems. In addition, considering the results of the quantitative data, interviews were conducted with 10 teachers participating in the questionnaire in order to find out what in-class practices and solutions they had in order to help their students to cope with these problems efficiently. With the evaluation of the data gathered, it was revealed that EFL teachers believed that listening was very significant for students as a skill, they were aware of different listening comprehension problems that students face, and so they provided their students with effective solutions and classroom practices in order to deal with these problems as efficiently as possible.