Empowering EAP teachers of Chinese: a narrative inquiry into professional development for Chinese students’ listening instruction in Melbourne

Empowering EAP teachers of Chinese: a narrative inquiry into professional development for Chinese students’ listening instruction in Melbourne | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Empowering EAP teachers of Chinese: a narrative inquiry into professional development for Chinese students’ listening instruction in Melbourne Dan Zhou This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6041012/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 12 You are reading this latest preprint version Abstract As the programme of English for academic purposes (EAP) has gained popularity in recent decades, teachers’ professional development (PD) in this field has drawn increasing scholarly attention. The reason behind it is that PD significantly contributes to teachers’ teaching quality, facilitating effective classroom practices. However, given the complexity of students’ needs, concerns have emerged about whether current PD adequately supports teachers’ growth. This study investigates the current landscape of PD for EAP teachers of Chinese, specifically focusing on listening teaching for newly arrived Chinese tertiary students in Melbourne. Through narrative inquiry with semi-structured interviews, this research gathers personal accounts from three teachers. Grounded in sociocultural theory, thematic analysis is employed to synthesise the research data. The findings reveal that teachers strive to employ adaptive teaching strategies to address learners’ needs and proactively engage in PD. Also, their experiences suggest a need for frequent and systematic professional support to alleviate the challenges associated with listening teaching. This research not only provides EAP programme leaders with valuable insights for creating a supportive PD environment for listening teaching through systematisation, but also offers a sociocultural theoretical foundation for researchers to explore EAP teachers’ PD in listening teaching. Humanities/Language and linguistics Social science/Education EAP professional development listening instruction sociocultural theory mediation ZPD Figures Figure 1 Introduction In recent decades, professional development (PD) of English for academic purposes (EAP) teachers has called for a supportive system to meet today’s instructional requirements, as EAP instruction has become increasingly complex due to diverse students’ needs and varying proficiency levels (Douglas & Rosvold, 2018 ). Consequently, EAP teachers face unexpected challenges, with many lacking adequate training at the outset of their careers (Gaikhorst et al., 2015 ). Over time, teachers may experience frustration and a decline in self-esteem if these challenges are not promptly addressed through appropriate and specialised professional learning (Shady et al., 2013 ). This research examines the current status of teachers’ PD in listening instruction for newly arrived Chinese tertiary students in Melbourne. Listening instruction is the focus of this study, as it takes a pivotal role in facilitating comprehensible input, which is essential for learning to occur (Hamouda, 2013 ). Hence, it creates ideal conditions for developing and expanding other language skills, such as writing and speaking (Hamouda, 2013 ). Furthermore, listening is considered one of the most difficult language skills to develop (e.g., Darti & Asmawati, 2017; Gilakjani & Ahmadi, 2011 ), and may even influence progress in other language skills (Darti & Asmawati, 2017). Therefore, listening proficiency is a critical factor for students’ future academic success. This study focuses on newly arrived Chinese tertiary students for several reasons. First, a growing number of Chinese students pursuing tertiary education in Melbourne has necessitated a shift in EAP pedagogy (Hong et al., 2022 ). Their learning style, shaped by Confucian cultural traditions that emphasise teacher-centred instruction and rote memorisation (Scally & Jiang, 2019 ), may hinder their acclimation to learner-centred academic lectures in Melbourne (Fan, 2019 ). Besides, as Fan ( 2019 ) claims, some Chinese students, with an overly utilitarian mindset, desire to improve their listening skills within a limited timeframe. This need is particularly pressing for newly arrived students, as they are eager to adapt quickly to tertiary environments. However, acquiring listening skills typically requires an extended duration rather than an intensive EAP programme (Trenkic & Hu, 2021 ). Therefore, this surpasses teachers’ teaching capabilities (Fan, 2019 ), particularly in EAP classes where students have mixed proficiency levels and span diverse disciplines, such as social and natural sciences (Campion, 2016 ), making it even more challenging to achieve significant improvement within a limited timeframe. Given these challenges, this research seeks to provide EAP programme leaders with valuable insights into creating a supportive PD environment to ease the challenges. Therefore, it offers empirical perspectives to the advancement of PD, enhancing EAP listening teaching effectiveness. Also, this study extends the application of a sociocultural lens to EAP teachers’ PD in teaching listening, not only enriching the understanding of teacher learning trajectories but also laying a foundation for future research in this field. The subsequent sections unpack the key terms including EAP, listening comprehension strategies, and PD in EAP teaching, then identify the research gap, framing the research aim and questions. English for academic purposes EAP is subject-specific, preparing students for adequate academic communication (Douglas & Rosvold, 2018 ). This definition effectively distinguishes EAP from general English. Reflecting this, Campion ( 2016 ) suggests a pedagogical shift for English instructors towards teaching academic English. However, it seems that Campion’s ( 2016 ) study overlooks challenges learners may face during this transition and fails to provide feasible solutions. Hence, Torregrosa Benavent and Sánchez-Reyes Peñamaría ( 2011 ) have supplemented that, for a smoother shift to EAP, authentic learning materials such as academic journals and real-world documents should be adopted. While authentic resources effectively connect EAP classes to the real world, Peacock ( 2001 ) highlights their potential difficulty, as linguistic challenges in such texts may exceed learners’ proficiency levels. This argument is meaningful, as it takes into account practical levels rather than solely rely on theoretical perspectives. Therefore, Torregrosa Benavent and Sánchez-Reyes Peñamaría ( 2011 ) have recommended tailoring materials to align with learners’ English proficiency, providing valuable insights into EAP pedagogy. As such, this ensures learners develop both linguistic and subject-specific competencies. On the other hand, teachers also face challenges in shifting their focus to EAP. For instance, Campion ( 2016 ) claims that many struggle due to insufficient subject knowledge, which may hinder their ability to integrate specific content into teaching. In this case, Campion ( 2016 ) suggests that teachers should invest considerable time in learning subjects prior to teaching and thinking how to integrate them into classrooms. However, it seems to neglect whether teachers are open to acquiring unfamiliar subject knowledge (Choi & Yi, 2015 ). Listening comprehension strategies Despite that Trenkic and Hu ( 2021 ) stress the vital role of long-term training in enhancing listening skills, Lin and Huang ( 2021 ) still argue that effective listening strategies can improve listening competence in a relatively short timeframe. Specifically, they emphasise that listening strategies encompass meta-cognitive, cognitive and socio-affective strategies (Lin & Huang, 2021 ), offering practical guidance for EAP listening instruction. Rivera-Mills and Plonsky ( 2007 ) contend that teachers should flexibly employ listening strategies to support learners. It is evident that selecting appropriate listening strategies is essential, as each serves different functions. For example, meta-cognitive strategies help learners to plan, monitor and reflect on learning tasks (Vandergrift, 2004 ), guiding them to organise their learning, track progress, and identify areas for improvement (Bao & Guan, 2019 ). It seems that meta-cognitive strategies offer a macro-level approach for listening instruction. On the other hand, cognitive strategies provide a micro-level support for listening comprehension, involving problem-solving skills such as information elicitation, gist prediction and note-taking (Derry & Murphy, 1986 ). Lin and Huang ( 2021 ) also find that teachers employ socio-affective strategies frequently, possibly due to their emotional nature. This argument aligns with Vandergrift’s ( 2003 ) viewpoint that socio-affective strategies consolidate learners’ language skills through peer cooperation and interaction, alleviating their anxiety. For example, teachers may organise group discussions after listening tasks to foster learning through peer interaction. Professional development in EAP teaching Studies have established that teachers’ identity, mentoring and coaching are crucial for EAP teachers’ PD (e.g., Lave & Wenger, 1991 ; Swennen et al., 2010 ). These elements interact and influence both teachers’ professional growth and teaching practices (Swennen et al., 2010 ). Professional identity, as Yip et al. ( 2022 ) claim, reflects individuals’ self-perceptions and responses to external environments. Beijaard et al. ( 2004 ) view it as dynamic, evolving through PD. Sherman and Teemant ( 2023 ) suggest that teachers’ identity evolves as they acquire new knowledge—a change that in turn facilitates their professional training (Trent, 2011). For instance, negative student feedback may challenge a teacher’s self-perception, prompting them to seek support, enhance teaching competence, and restore confidence (Aljuhaish et al., 2020 ). This process enhances their self-identity as a competent teacher, which in turn encourages their ongoing engagement in professional training, fostering a positive cycle of growth (Trent, 2011). In EAP classrooms, the notion of professional identity is multifaceted. Pennington and Richards ( 2016 ) classify it into various sub-identities, such as language-related identity, based on linguistic competence, and student-related identity, rooted in teachers’ impact on learners. This classification provides a structured lens to examine EAP teachers’ identity. Hence, this paper defines EAP teachers’ professional identity as their self-perception as educators proficient in supporting students' listening skills. Mentoring and coaching also serve as crucial scaffolding tools of teachers’ PD. Crafton and Kaiser ( 2011 ) emphasise that mentoring fosters growth through mentor-mentee relationships, with mentors acting as experienced guides (Salter, 2015 ). In contrast, coaching is coachee-oriented, offering a range of approaches to assist coachees in tackling problems (Knight, 2009 ), including peer coaching (Showers, 1984 ) and instructional coaching (Knight, 2007 ). It is obvious that mentoring and coaching support teachers from different perspectives. Specifically, mentors highlight sharing personal experiences and guidance (Salter, 2015 ), whereas coaches prioritise continuous feedback and measurable outcomes (Knight, 2009 ). In terms of mentoring, it benefits both mentees (Delaney, 2012 ) and mentors (Garrigan & Pearce, 1996 ). On the one hand, mentoring relationships could enhance mentees’ self-confidence (Delaney, 2012 ), encourage their self-reflection on teaching practices, and address challenges (Hobson et al., 2009 ). For example, Kissau and King ( 2014 ) find that, teachers with mentors outperform those without mentors in teaching practices, thereby building confidence; on the other hand, mentors also gain from the process, reflecting on their own teaching practices and connecting with pedagogical theory when sharing their lived experiences with mentees (Garrigan & Pearce, 1996 ). This helps mentors review and refresh their own knowledge base, allowing for effective self-reflection and advancement (Montgomery, 2017 ). Regarding coaching, initially, instructional coaching, as Knight ( 2007 ) contends, is one of prevalent approaches in recent EAP teachers’ PD. The purpose of this approach is to enhance teachers’ instructional pedagogy through a series of supportive initiatives sharing teaching methods and specialised knowledge, such as collaborative planning and classroom observation (Dove & Honigsfeld, 2010 ). This statement may have been more constructive if this study probed further into the effectiveness of instructional coaching in teachers’ improvement of teaching practices. Also, peer coaching contributes to teachers’ learning by navigating varied learners’ needs (Fan, 2019 ), and fostering cooperation through mutual feedback (Keh & Swartzendruber, 2021 ). This argument has stressed the important role of teacher peers in their own professional growth. In particular, Keh and Swartzendruber ( 2021 ) argue that peers’ support contributes to anxiety reduction and confidence building. It seems that this approach not only enhances teachers’ technical skills but also positively impacts their mental well-being. As discussed, there is increasing literature on EAP teaching, listening strategies, as well as teachers’ PD in EAP teaching. However, there is a noticeable research gap regarding the integration of teachers’ PD and listening instruction. In particular, it is unclear whether the current landscape of PD has supported EAP teachers’ listening teaching. To fill this gap, the study formulates the following research questions (RQs): RQ 1: What teaching strategies do EAP teachers currently use to teach listening skills for newly arrived Chinese tertiary students in Melbourne? RQ 2: What challenges do EAP teachers encounter while teaching those listening strategies? RQ 3: How do PD activities help EAP teachers to improve their pedagogy in teaching listening skills? Theoretical framework: sociocultural theory (SCT) From everyday concepts to scientific concepts As shown in Fig. 1 , teachers’ professional growth entails a transition from everyday concepts to scientific concepts (Freeman, 2002 ). Novice teachers, as argued by Freeman ( 2002 ), typically begin their careers with prior fragmented, vague albeit deeply-ingrained understandings. These ingrained ideas, referred to as everyday concepts by Johnson and Golombek ( 2011 ), have been evolving over years of language learning. These everyday concepts, central to the RQ 1, provide insights into the daily practices of listening teaching in EAP classrooms. In this sense, PD acts as a bridge to help teachers acquire a systematic understanding about second language teaching, which is termed as scientific concepts (Johnson & Golombek, 2011 ). As Johnson and Golombek ( 2011 ) also assert, a well-structured PD programme guides teachers towards professional growth by integrating scientific concepts and providing organised monitoring. Therefore, through the examination of everyday and scientific concepts, the progression of teachers’ cognitive development became apparent, addressing the RQ 1 regarding teachers’ choices of daily listening teaching strategies. [Fig. 1 near here] Mediation Within the framework of SCT, mediation holds a significant position, meaning that the process of cognition does not unfold in direct response to the external world, but rather involves interaction through various tools (Cross, 2010 ). These tools encompass social and cultural artifacts to intervene and support human activities (Cross, 2010 ). In accordance with EAP teachers’ PD in teaching listening, Johnson and Golombek ( 2011 ) have introduced three categories of mediation means, namely object-regulated, other-regulated, and self-regulated mediation. These categories effectively illustrate how teachers actively seek support in their professional learning. As articulated by Shi ( 2017 ), object-regulated mediation in EAP context, means that teachers gain knowledge from diverse teaching materials such as English textbooks and online resources; other-regulated mediation refers to teachers seeking guidance from other individuals such as more capable colleagues or participating in social activities such as PD events; and self-regulated mediation involves instructors’ professional growth through reflecting on their past teaching experiences in classrooms or during PD events. Anchored in this central notion of mediation, the RQ 2 and RQ 3 explore how teachers seek support when facing challenges in teaching listening. These questions probe into specific mediation strategies teachers are likely to use in their teaching roles, revealing the current status of EAP teachers’ PD in listening instruction. The zone of proximal development The ZPD refers to the potential for learners to progress from their current level to a higher level of independent problem-solving, through guidance or collaboration with a more competent peer (Vygotsky, 1930/1978). This resonates with Delaney’s ( 2012 ) claim that mentoring in PD encourages interaction between novice and expert teachers. Specifically, experienced teachers play a crucial role in mentoring novices in various aspects of teaching, such as curriculum design and classroom interaction. Furthermore, promoting collaboration among teachers also serves as a strategy for accomplished teachers to support their less experienced counterparts (Delaney, 2012 ). Hence, both mentoring and cooperation with expert teachers support novice teachers to progress in independent problem-solving skills, contributing to the identification of the ZPD. In harmony with the concept of the ZPD, the RQ 3 aims to discover whether EAP teachers receive sufficient and appropriate support for effective listening instruction. Through assessing the level of specialised support from PD initiatives, this study carefully examines the current PD landscape and identifies teachers’ potential ZPD. In line with Johnson and Golombek’s ( 2011 ) view, recognising that teachers’ ZPD hinges on their willingness to undertake teaching tasks that challenge their existing competencies, under the guidance of more skilled peers. Otherwise, the knowledge of teachers’ potential for growth remains limited. In conclusion, the three aforementioned notions are interrelated and collectively illuminate EAP teachers’ cognitive process within the framework of SCT (see Fig. 1 ). In this process, mediation facilitates a transition between everyday and scientific concepts through external tools and assistance, while the ZPD offers the development space where the mediation occurs. Together, these notions systematically dissect the RQs layer by layer. Research methodology Research design This study employed narrative inquiry as the research approach, due to its ability to probe into teachers’ experiences and perceptions regarding EAP listening teaching and PD. Through personal accounts, the researcher investigated teachers’ daily teaching strategies and challenges in teaching, addressing RQ1 and RQ2, and insights into PD initiatives in listening instruction, addressing RQ3. This aligns with Grumet’s ( 1975 ) view that narrative inquiry could reveal participants’ hidden preferences and biases often unnoticed in everyday life. Concerning the conduct of narrative inquiry, this study employed semi-structured interviews with three EAP teachers, as this method combines closed- and open-ended questions (Adams, 2015 ), enabling focused exploration of specific issues (Bryman et al., 2021 ). Participants recruitment The study adopted purposive sampling to recruit three EAP teachers. Participants were selected from the researcher’s professional network, focusing on former colleagues with known teaching experience and expertise. As Morse ( 1991 ) argues, purposive sampling should prioritise participants’ familiarity with and competence in the research topic. Also, their shared interest in teaching EAP listening skills fostered their willingness to participate. This study chose a small sample size, as it enables a detailed, nuanced exploration of each teacher’s experiences, yielding rich data that captures the intricacies of their professional journeys. Besides, it ensures that each teacher’s voice is heard and valued, aligning with the participatory and emancipatory aims of narrative inquiry (Bruce, 2008 ). The researcher established three selection criteria: First, participants share the researcher’s Chinese ethnic background to facilitate understanding of their experiences from a similar cultural perspective, minimising potential interpretive bias. Second, to ensure representation, participants have varying employment statuses (i.e., full-time, part-time, and casual) and teaching experience, as these factors may influence teaching strategies, challenges, and PD engagement. Third, participants have experience in listening instruction for newly arrived Chinese tertiary students in Melbourne, ensuring valuable insights into classroom practices. The basic information of participants is displayed in Table 1 below. Table 1 Participant demographics. Participants (Pseudonym) Employment status Years of teaching experience Age Luke Full time 3 27 Amy Part time 5 30 Catherine Casual 8 37 Data collection and analysis This study employed online semi-structured interviews via Zoom, each lasting around 45 minutes. Firstly, the researcher emailed guiding interview questions to the interviewees a week in advance. This allowed them to reflect on their experiences beforehand for more thoughtful responses. After discussing the interview time with the interviewees, the researcher scheduled a Zoom meeting, reminding them to join in a quiet environment with a stable internet connection. At the outset, the researcher assured confidentiality, and informed the interviewees of audio recording for later analysis. Afterwards, the interview proceeded with questions relevant to the RQs, and the process is outlined in Table 2 . Table 2 Overview of the interview process. Timeline Topics Examples 10 minutes Teaching strategies Could you share your experience in teaching listening strategies for newly arrived Chinese tertiary students in Melbourne? 15 minutes Challenges What are main difficulties in motivating and engaging students during listening activities? 20 minutes Perceptions of current PD Do you have any chances to attend events of professional development related to teaching listening skills? If so, could you share the experience and your opinion? Note. This table shows the time allocation of each topic of the interview and the examples for each topic. In light of the nature of semi-structured interviews, the researcher listened to the interviewees’ responses and flexibly employed various question types such as probing questions and interpretative questions (Bryman et al., 2021 ). To maintain focus, the researcher redirected the conversation if it veered off-topic, and asked probing questions when he sensed the potential for uncovering deeper insights behind the participants’ previous responses. Due to Mandarin language used during the interviews, this study employed the transcription tool Feishu Miaoji to convert the Mandarin recording into written texts, then the data was analysed based on the Chinese texts. Afterwards, the researcher adopted thematic analysis (TA) to interpret the data, as this method could contribute to the identification of basic patterns and themes of the transcripts relevant to the RQs (Braun & Clarke, 2006 ). The six phases of TA (Braun & Clarke, 2006 ) are outlined as follows: familiarising with research data, generating initial codes, searching for themes, reviewing potential themes, defining and naming themes, and producing a report. The researcher began by reading through the interview transcripts to familiarise himself with the data. Then he re-read the texts to highlight essential words for the coding process. Subsequently, he started creating codes and distributed them to the texts. He then organised the codes into the potential themes. Subsequently, he verified thematic consistency across the coded excerpts and entire dataset, creating a thematic map for analysis. Next, these themes were refined to ensure clarity and relevance, facilitating the logical presentation of the research data. Lastly, with the compelling and representative extracts of the transcripts, the researcher prepared a comprehensive report, connecting the analysis back to the RQs and the examined literature. For the representative quotations, the researcher translated them into English, which potential challenges arose in inequivalence in Chinese-English lexical and cultural concepts. The researcher translated consistently based on specific contexts, with accuracy verified by a certified translator accredited by the National Accreditation Authority for Translators and Interpreters. Ethical issues The research aligned with all ethical requirements of the affiliated institution and received the ethics approval. Each participant provided informed consent after being briefed on the research objectives, procedures and their right to withdraw. Confidentiality was ensured through pseudonyms and the removal of any identifiable information. Interview findings RQ 1: What teaching strategies do EAP teachers currently use to teach listening skills for newly arrived Chinese tertiary students in Melbourne? Luke’s story: When Luke began his journey as a full-time teacher, he was determined to support his students in overcoming the hurdles of academic life. He remembered students’ anxious faces as they shared fears about keeping up with fast-paced university lectures, worrying they would miss key points. To address this, Luke started each module with listening pre-tests, using results to design tailored lesson plans mirroring academic lectures. Then he incorporated interactive activities tied to students’ interests. Step by step, Luke’s thoughtful approaches helped his students grow more confident in navigating academic challenges, preparing them for university demands. Amy’s story: Amy, an experienced and empathetic teacher, had a remarkable ability to connect with her students. She recognised that newly arrived learners often struggled with academic listening, overwhelmed by complex lectures. Therefore, she carefully selected topics aligning with her students' academic interests, ensuring the content feels relevant and engaging. Then Amy incorporated both audio and visual aids into her lessons. She found these visuals especially helpful for lower-proficiency students, as they provided contextual clues supporting comprehension. Over time, her students became adept at extracting key information from complex lectures, and Amy took pride in their steady progress, knowing she made a meaningful impact. Catherine’s story: With eight years of teaching experience, Catherine has mastered the art of captivating her students. She knew that their main priority was understanding academic lectures, so she carefully selected materials tied to their specialisations, making the content feel relevant and purposeful. Before each lesson, Catherine asked students to preview the materials. She gave them a roadmap, guiding them through what to focus on, so they don’t feel overwhelmed by complex information ahead. During lessons, she often incorporated video clips, knowing that visual cues helped anchor their understanding. Catherine reassured her students that the goal wasn’t catching every word, but identifying key points. By shifting focus to contextual comprehension, she helped her students approach academic lectures with confidence. In the three participants’ stories, it is apparent that they employed teaching strategies across three key dimensions (see Table 3 ): teaching materials, delivery modes and listening strategies. Firstly, it seems important to select appropriate teaching resources based on learners’ subject-specific needs. Catherine explained that “learners are highly motivated when I relate teaching materials to their specialisations; otherwise, they would not be interested.” Similarly, Amy expressed the significance of incorporating materials that resonated with learners’ interests, and found that over time, learners were able to gradually capture essential information during listening exercises. Further, both Amy and Catherine advocated for the use of visual aids, suggesting potential benefits for teachers to integrate multimedia materials into their teaching strategies. Table 3 Three dimensions of teaching strategies the participants employed. Dimensions Catherine Amy Luke Teaching materials √ √ √ Delivery modes √ √ Listening strategies Meta-cognitive Planning for listening processes √ √ √ Monitoring listening processes √ √ Reflecting on listening processes √ √ Cognitive Predicting listening gist √ √ Eliciting key information √ √ √ Analysing sentence patterns √ √ Recognising words √ √ Repeating listening recordings √ Socio-affective Discussing with peers based on the topics of listening texts √ Note. The table shows how the three participants employed different teaching strategies to suit learners’ needs in listening. Secondly, regarding delivery modes, undoubtedly, the participants advocated for tailored approaches rather than a one-size-fits-all approach. For example, Luke usually administered pre-tests to assess learners’ proficiency levels and customised teaching approaches accordingly. It is worth noting that besides listening capabilities, students’ learning goal, journey and interest may also play a significant role in determining Luke’s choices of teaching approaches. He commented that “I also encouraged them to share their aspirations, prior learning experiences and hobbies.” Through this step, it becomes possible to increase students’ motivation in improving listening skills by connecting their learning experience to personal goals and interests. Thirdly, as to listening strategies, it is obvious that the three participants employed diverse approaches tailored to learners’ needs. Specifically, the three teachers unanimously adopted planning for listening processes (meta-cognitive) and eliciting key information (cognitive) , as they all agreed that keeping right track of practicing processes is imperative for learners, and the capability of identifying key information is necessary for academic lectures. For instance, Catherine emphasised that “previewing listening materials, a key procedure for tracking learning process, plays a vital role in listening training.” Further, Catherine and Amy underscored that “the goal of listening practices is, in fact, to capture key information rather than to concentrate on individual words.” It implies that effective listening strives to understand a broader context, highlighting that this strategy facilitates learners to elicit a more profound understanding of listening texts. However, the following two strategies were used by only one participant each: repeating listening recordings (cognitive) and discussing with peers (socio-affective) . Given that the strategy of repeating listening recordings is rigid and monotonous, it stands to reason that this strategy was infrequently employed. For example, Amy argued that “young learners expected more varied ways to practise listening skills instead of merely repeating.” In terms of the strategy of peer discussions, it is likely to attribute its limited application to time constraints within EAP programmes. Luke lamented that “despite students’ preference for peer discussions, I still rarely integrated it into my classes due to concerns about potential disruptions to teaching pace.” It is obviously suggested that despite the importance of meeting learners’ needs, EAP teachers may carefully weigh satisfying students’ preferences against maintaining the flow and structure of sessions. RQ 2: What challenges do EAP teachers encounter while teaching those listening strategies? Luke’s story: With three years of teaching experience, Luke often battled frustration as he guided students through the challenges of academic listening. His students, eager to master lecture comprehension, struggled most with understanding English spoken in varied accents—an obstacle many had not anticipated. He recalled one student, confident in her reading abilities, who became discouraged after failing to follow a lecture delivered in an Australian accent. Luke empathised with her frustration, knowing how demoralising such moments can be. He reassured his students that improving listening skills takes time and consistent practice, even as he recognised their impatience for quicker progress. Still worse, the pressure of tight EAP programme timelines added to Luke’s challenges. He often felt like he was racing against the clock to help his students succeed. Amy’s story: With five years of teaching experience, Amy has learned that many EAP students arrived with unrealistic expectations about improving listening skills. One student confidently declared he would become “fluent” within weeks, unaware of the gap between his current ability and academic demands. This student ended up frustrated, as impatience often clouded his efforts—he hoped for quick results without committing to sustained practices. Recognising his frustration, Amy encouraged immersive strategies, urging him to engage with English outside the classroom. She gently reminded him that listening skills grow incrementally, not instantly, and reassured him that consistent effort leads to success. Catherine’s story: Catherine understood the challenge of helping students adjust expectations. After weeks of intensive listening drills, many students were disheartened by their progress, remarking that improvement seemed painfully slow. Catherine saw the struggle as twofold: not only did students grapple with unfamiliar idioms and academic terminology, but they often overestimated their actual listening proficiency. She observed that limited proficiency hindered their ability to engage effectively in university lectures. Hence, she encouraged students to seek local language partners to practise conversational skills and gain insights into natural speech patterns. When asked about challenges in listening instruction, the participants were unanimous in the view that the obstacles primarily stemmed from a gap between learners’ current and desired proficiency levels. They felt that Chinese students’ listening proficiency levels were generally lower than expected in EAP programmes, and were particularly concerned about students’ ability to effectively adapt to an academic setting. As Catherine worried, “limited listening proficiency may hinder meaningful interaction with lecturers and peers.” Therefore, this situation potentially affected students’ overall learning experience and academic performance. Even worse, Luke and Catherine argued that students may find it frustrating to understand linguistic features, such as various accents and idioms. For example, Luke said that “students are often struggling with understanding words spoken with accents, while they can recognise them while reading.” It reminds EAP teachers of integrating diverse accents into listening teaching materials, providing learners with chances to access various English accents through different means such as multimedia and real-life scenarios. Another gap emerged between students’ available time and optimal duration for their progress, posing another challenge for teachers. Specifically, it is contended that limited time students allocated for listening practices fell significantly short of an ideal timeframe for noticeable progress. Amy and Luke lamented that “students frequently lose patience with continuous practices.” The inclination arose as regular and sustained effort over time might contradict learners’ desire for rapid progress. Thus, Amy recommended “immersion” in listening instruction, emphasising the significance of “being exposed to an English-speaking environment.” However, they suggested that the constrained time in EAP programmes often restricted learners from fully immersing themselves in an English context, as EAP programmes were usually intensive and lasted for a limited timeframe. Therefore, teachers’ frustration has become evident, indicating a need for PD to guide teachers in encouraging students to exercise their autonomy by practising listening in various social settings, such as watching TV news and interacting with native speakers. RQ 3: How do PD activities help EAP teachers to improve their pedagogy in teaching listening skills? Luke’s story: Luke valued PD as a cornerstone of his teaching. One biweekly workshop, led by a seasoned teacher, left a strong impression with creative methods for scaffolding listening comprehension. Though the workshops were too infrequent for his growing needs, Luke made the most of them, often staying afterward to seek additional guidance. These informal chats became a wellspring of insights and practical strategies he eagerly adapted for his students. Even with limited opportunities for PD, Luke remained resourceful and determined, consistently seeking ways to enhance his teaching and create impactful listening experiences. Amy’s story: PD is the lifeblood of Amy’s teaching. She thrived on seminars where expert teachers shared practical tips, especially involving creative resources like movies. Amy reflected on a PD session that opened her eyes to using authentic audio-visual materials, sparking a wave of dynamic lessons students love. Still, Amy longed for more frequent PD, as teaching EAP demanded constant adaptation. When formal events fell short, she dived into online resources and EAP forums, eager to refine her listening instruction and keep her approach fresh and effective. Catherine’s story: Catherine saw PD as essential for mastering the complexities of EAP listening instruction. When unexpectedly assigned to teach a lower-proficiency class, she felt overwhelmed—until she observed an expert's demo class, which gave her both practical strategies and the confidence to dive in. Outside workshops, Catherine gathered inspiration from her travels, collecting authentic listening materials and real-life examples to bring back to her students. With PD opportunities too rare, she actively hunted for new resources and insights, striving to make her lessons more engaging and accessible. When encountering the aforementioned challenges during daily teaching, from the three participants’ stories, it is obvious that they would proactively seek professional support either from teaching resources or from specialised events as shown in below Table 4 . Table 4 Different support the three participants employed. Various kinds of support Catherine Amy Luke Teaching resources Online resources √ √ Resources from the real world √ √ PD events Observing peers’ classrooms √ √ √ Attending professional seminars/ workshops √ √ √ Attending demo classes of expert teachers √ The participants expressed a clear preference for consulting diverse teaching resources as object-regulated mediation tools (Shi, 2017 ) when they encountered challenges. The reason was that there were not many scheduled teachers’ PD initiatives. Initially, the two participants (Amy and Catherine) demonstrated that they usually accessed some online useful materials for reference, such as short audio or video clips and online listening texts. Amy shared with me: In my spare time, I often watch interesting authentic videos such as English movies and TV serials. These resources definitely offer me many ideas for incorporating them into my classroom. [. .. ] I find that students are enjoying watching these clips and learning from them. So the class becomes more engaging than solely focusing on textbooks. It seems that online resources not only enrich teachers’ personal learning, but also make classrooms more dynamic and stimulating for students. Moreover, from Catherine’s accounts, it could be found that broadening teachers’ horizons through exploring the real world also enabled them to mitigate challenges in listening instruction. In particular, she emphasised that, I am passionate about traveling, as it allows me to access authentic materials for teaching from the real world; [. .. ] also, sharing fascinating stories from daily life and traveling with students, could help connect classes to real contexts. In this way, learners would not feel that classes were boring and beyond their ability scope. From this response, it is interesting that there is a potential increase in student engagement by connecting real-world materials with teaching, fostering a more interactive learning environment. Nevertheless, it may raise concerns about whether the materials align with learners’ listening goals. Hence, teachers should thoughtfully select appropriate teaching resources. While the participants could enhance their professional growth through diverse teaching resources, they reflected that PD initiatives as other-regulated mediation tools (Shi, 2017 ) played a more essential role in improving their listening teaching skills. As Amy claimed, “PD events could support teachers effectively and efficiently, instead, counting solely on ourselves typically takes longer for progress.” As shown in Table 4 , the interviewees engaged in PD events, including peer classroom observation, expert teachers’ demo classes, and professional seminars or workshops. However, they lamented “low frequency of PD initiatives” and “a lack of systematic training.” Luke expressed his concerns as follows: My school invited expert teachers to hold workshops for us biweekly, each lasting for about two hours. These activities helped me a lot [. .. ] However, I don’t think they were enough to meet my teaching needs as they were not organised frequently. So I sometimes consulted with those expert teachers privately. It was kind of like the relationship between mentors and mentees. Although it was not formal, it was still very helpful to enhance my listening instruction. It is impressive to note that besides workshops, the teachers proactively engaged in private consultations with experts to supplement the infrequent formal workshops. This underscores the importance of informal mentoring relationships in teachers’ PD. Concerning demo classes of expert teachers, only Catherine reported that she sometimes attended, particularly when scheduled to teach listening sessions at a proficiency level that she had not taught before. She recalled, I got used to teaching learners with medium-high listening proficiency. Unfortunately, my colleague, teaching a class at a low-medium level, took an extended sick leave. [. .. ] My supervisor assigned me to take over. I felt so stressed and out of my comfort zone, as I had no idea how to prepare for it. [. .. ] Luckily, I overcame this by observing demo classes conducted by an expert teacher. From Catherine’s experience, she felt pressured at first due to a lack of familiarity with listening classes she took over. However, with the support of PD activities, she overcame discomfort and achieved professional growth through taking on this new teaching task. It emphasises the significant role of PD events in fostering teachers’ adaptive skills in listening teaching. Discussion The researcher presents the discussion of the key themes constructed from the three participants’ narratives. These themes, along with the findings, are discussed within the theoretical framework of SCT (see Fig. 1 ) in response to the research aim. Theme one: teachers’ adaptive strategies for teaching listening skills In the interviews, the participants showed the adoption of the three dimensions of the teaching strategies (see Table 3 ) to meet learners’ needs, including selecting appropriate teaching materials, delivery modes and listening strategies. Through the lens of SCT (Vygotsky, 1930/1978), the teachers’ choices of distinctive strategies can be better understood. Initially, it is apparent that the rationale behind the choices of the teaching strategies reflects the participants’ cognitive journey from everyday to scientific concepts. Specifically, everyday concepts encompass fragmented teaching practices derived from prior language learning experiences (Freeman, 2002 ). As the teachers developed in listening teaching practices, they formed systematic cognition known as scientific concepts (Johnson & Golombek, 2011 ). Hence, as Nguyen and Abbott ( 2016 ) assert, the participants’ variations in English learning backgrounds, teaching experience, employment statuses, and professional learning trajectories shaped diverse instructional approaches. For instance, addressing learners’ needs, such as comprehending academic lectures, Catherine may employ cognitive strategies (e.g., word recognition), while Amy may adopt meta-cognitive strategies (e.g., reflecting on listening processes). Notably, these instructional selections reflect the transformation of scientific concepts from everyday concepts, supporting Freeman’s ( 2002 ) argument about the influential role of individuals’ growth trajectories in implementation of teaching pedagogy. Secondly, all the participants showed eagerness to seek an appropriate teaching approach, as they regarded themselves as capable teachers who could manage difficulties and tailor teaching strategies through PD. This is in accordance with Sherman and Teemant’s ( 2023 ) view that teachers’ self-identity has a profound influence on professional growth. Specifically, teachers’ belief in their own capability motivates them to actively participate in PD, creating a constructive cycle of continuous growth and development (Trent, 2011). Theme two: teachers’ proactive engagement in PD for alleviating challenges in teaching listening From Vygotsky’s (1930/1978) perspective, cognition develops as individuals interact with the external world through various mediation tools. In other words, EAP teachers grow professionally through proactively seeking different support (see Table 4 ). The findings revealed that they were enthusiastic about coaching models (Knight, 2009 ) of teachers’ PD, such as observing peers’ classrooms and attending professional seminars, which were regarded as other-regulated mediation tools (Shi, 2017 ). The reason is that teachers could obtain insightful instructional approaches (Knight, 2007 ) and mental support (Keh & Swartzendruber, 2021 ), mitigating the challenges in listening teaching. Also, from the lens of self-regulated mediation (Shi, 2017 ), the teachers had the opportunity to learn from peers’ classrooms to reflect on and enhance their own prior experiences. However, formal mentoring was not mentioned in the accounts, despite its documented benefits (Crafton & Kaiser, 2011 ; Garrigan & Pearce, 1996 ). This gap may stem from inadequate mentor training, limiting their ability to effectively guide mentees in listening teaching (Kissau & King, 2014 ), as untrained mentors may view mentoring process as mere evaluation rather than a developmental opportunity (Dahal, 2023 ). Theme three: teachers’ laments about the frequency and systematisation of PD in listening instruction While the participants had some opportunities to access PD events, concerns about PD’s infrequency and lack of systematisation led them to predominantly rely on object-regulated tools (Shi, 2017 ). For instance, they sought support from online or real-world resources (see Table 4 ) to alleviate challenges, such as engaging students beyond textbook-based instruction. Apparently, the object-regulated tools served as compensatory support due to limited PD availability. It is important to note that a supportive PD environment is crucial for the identification of teachers’ ZPD (Vygotsky, 1930/1978) in teaching listening. The findings revealed that the participants’ challenges primarily stemmed from two factors: a significant gap between the desired outcome of Chinese tertiary students in listening skills and their current proficiency levels, and between constraints on time for listening improvement and an ideal timeframe for progress. Despite these difficulties, the participants expressed a willingness to seek professional support to enhance their skills. PD activities, such as peer classroom observation and professional seminars, provided them with chances to cooperate with or be guided under a more competent teacher. Hence, the teachers’ independent problem-solving skills in teaching listening progressed from an existing stage to a more advanced level, contributing to the identification of the participants’ ZPD (Johnson & Golombek, 2011 ). Conclusion For practitioners, such as EAP programme leaders, this study offers practical suggestions to establish supportive PD environments in teaching listening skills, highlighting the need for systematic initiatives such as mentoring. Further, for researchers, this project extends the theoretical understanding of teachers’ cognitive process through the lens of SCT, showing how EAP listening teachers progress with mediation tools and how their ZPD is identified. Thus, it offers the theoretical foundation for other researchers to further explore EAP teachers’ PD in listening teaching. However, three notable limitations should be acknowledged. First, while the interview data provides in-depth insights, the small sample size limits generalisation. Second, the same ethnic background (i.e., Chinese) of the participants restricts the diversity and broader applicability of the results. Third, the use of a single method (i.e., semi-structured interview) precludes triangulation, whereas incorporating an additional method, such as observation, could yield more robust results. It is hoped that this study could serve as a catalyst for increased research focus on EAP teachers’ PD in listening instruction. There is no doubt that for listening teaching, teachers demand a supportive PD environment to foster their professional growth. Understanding this need facilitates researchers to probe into this field from multifaceted perspectives. As such, EAP teachers will have a chance to receive systematic professional training in teaching listening skills. Declarations Author contributions Dan Zhou contributed to the article conceptualisation, investigation, formal analysis, methodology, project administration, writing & editing. Competing interests The author declares no competing interests. Ethical approval This research for this project received the approval of the Monash University Human Research Ethics Committee under the approval number: 40687. Also, all participants signed an informed consent form before the research, and their personal information and data were anonymised. Informed consent Before the data collection (15 – 20 October, 2023), all participants were informed of the aim of this study, possible benefits and risks, and how the data would be used. They all signed the informed consent and agreed to participate in this research, data use, and consent to publish. Moreover, all participants were also assured that their personal or identifiable information would not be disclosed. References Adams WC (2015) Conducting semi-structured interviews. In: Newcomer KE, Hatry HP, Wholey JS (eds) Handbook of practical program evaluation. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6041012","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":420291520,"identity":"dc1691f7-fa31-46b9-b2f4-9ef3962330f7","order_by":0,"name":"Dan Zhou","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA30lEQVRIiWNgGAWjYDCCA0DM2MDAwMbeAOYnALEBcVr4eA6QqkVOIoFILXzHzx5g/LnDJrFN8nXi44KaujwG9uZtEvi0SJ7JSwASaYlt0rmbjWccO1zMwHOsDK8WgwM5BgyGbYdBWrZJ87AdSGyQyDHDr+X8GwOGRJAWybNALf/qEhvk3xDQcgNoy0GQFgnebdK8bcxAW3jwa5G88cbgYGNbmnEbD9AvvH1AvTxpxRb4tPCdzzF8+LPNRnZ++9mNj3m+1SX2sx/eeAOfFhA4gMJjI6R8FIyCUTAKRgFhAAABAUvDSNYk3AAAAABJRU5ErkJggg==","orcid":"","institution":"Monash University","correspondingAuthor":true,"prefix":"","firstName":"Dan","middleName":"","lastName":"Zhou","suffix":""}],"badges":[],"createdAt":"2025-02-16 12:08:18","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6041012/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6041012/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":77262223,"identity":"1762fd6c-21a9-42fe-b7ca-f77c32cc8b42","added_by":"auto","created_at":"2025-02-26 19:46:22","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":133426,"visible":true,"origin":"","legend":"\u003cp\u003eThe interconnection of three notions within SCT. Source: Own elaboration\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eNote\u003c/em\u003e. The figure shows EAP teachers’ cognitive process from everyday concepts to scientific concepts, through mediation tools under the framework of SCT. Through this process, teachers’ ZPD is identified.\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-6041012/v1/068425ca6dffeeb5bc46091e.png"},{"id":77262622,"identity":"ab11e842-7b8e-4f26-950e-1fc5d27175bc","added_by":"auto","created_at":"2025-02-26 20:02:23","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1127526,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6041012/v1/b95ca474-1fff-4cd3-894d-f0e2b4e9149a.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Empowering EAP teachers of Chinese: a narrative inquiry into professional development for Chinese students’ listening instruction in Melbourne","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIn recent decades, professional development (PD) of English for academic purposes (EAP) teachers has called for a supportive system to meet today\u0026rsquo;s instructional requirements, as EAP instruction has become increasingly complex due to diverse students\u0026rsquo; needs and varying proficiency levels (Douglas \u0026amp; Rosvold, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Consequently, EAP teachers face unexpected challenges, with many lacking adequate training at the outset of their careers (Gaikhorst et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Over time, teachers may experience frustration and a decline in self-esteem if these challenges are not promptly addressed through appropriate and specialised professional learning (Shady et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThis research examines the current status of teachers\u0026rsquo; PD in listening instruction for newly arrived Chinese tertiary students in Melbourne. Listening instruction is the focus of this study, as it takes a pivotal role in facilitating comprehensible input, which is essential for learning to occur (Hamouda, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Hence, it creates ideal conditions for developing and expanding other language skills, such as writing and speaking (Hamouda, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Furthermore, listening is considered one of the most difficult language skills to develop (e.g., Darti \u0026amp; Asmawati, 2017; Gilakjani \u0026amp; Ahmadi, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), and may even influence progress in other language skills (Darti \u0026amp; Asmawati, 2017). Therefore, listening proficiency is a critical factor for students\u0026rsquo; future academic success.\u003c/p\u003e \u003cp\u003eThis study focuses on newly arrived Chinese tertiary students for several reasons. First, a growing number of Chinese students pursuing tertiary education in Melbourne has necessitated a shift in EAP pedagogy (Hong et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Their learning style, shaped by Confucian cultural traditions that emphasise teacher-centred instruction and rote memorisation (Scally \u0026amp; Jiang, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), may hinder their acclimation to learner-centred academic lectures in Melbourne (Fan, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Besides, as Fan (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) claims, some Chinese students, with an overly utilitarian mindset, desire to improve their listening skills within a limited timeframe. This need is particularly pressing for newly arrived students, as they are eager to adapt quickly to tertiary environments. However, acquiring listening skills typically requires an extended duration rather than an intensive EAP programme (Trenkic \u0026amp; Hu, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Therefore, this surpasses teachers\u0026rsquo; teaching capabilities (Fan, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), particularly in EAP classes where students have mixed proficiency levels and span diverse disciplines, such as social and natural sciences (Campion, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), making it even more challenging to achieve significant improvement within a limited timeframe.\u003c/p\u003e \u003cp\u003eGiven these challenges, this research seeks to provide EAP programme leaders with valuable insights into creating a supportive PD environment to ease the challenges. Therefore, it offers empirical perspectives to the advancement of PD, enhancing EAP listening teaching effectiveness. Also, this study extends the application of a sociocultural lens to EAP teachers\u0026rsquo; PD in teaching listening, not only enriching the understanding of teacher learning trajectories but also laying a foundation for future research in this field. The subsequent sections unpack the key terms including EAP, listening comprehension strategies, and PD in EAP teaching, then identify the research gap, framing the research aim and questions.\u003c/p\u003e\n\u003ch3\u003eEnglish for academic purposes\u003c/h3\u003e\n\u003cp\u003eEAP is subject-specific, preparing students for adequate academic communication (Douglas \u0026amp; Rosvold, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). This definition effectively distinguishes EAP from general English. Reflecting this, Campion (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) suggests a pedagogical shift for English instructors towards teaching academic English. However, it seems that Campion\u0026rsquo;s (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) study overlooks challenges learners may face during this transition and fails to provide feasible solutions. Hence, Torregrosa Benavent and S\u0026aacute;nchez-Reyes Pe\u0026ntilde;amar\u0026iacute;a (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) have supplemented that, for a smoother shift to EAP, authentic learning materials such as academic journals and real-world documents should be adopted. While authentic resources effectively connect EAP classes to the real world, Peacock (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2001\u003c/span\u003e) highlights their potential difficulty, as linguistic challenges in such texts may exceed learners\u0026rsquo; proficiency levels. This argument is meaningful, as it takes into account practical levels rather than solely rely on theoretical perspectives. Therefore, Torregrosa Benavent and S\u0026aacute;nchez-Reyes Pe\u0026ntilde;amar\u0026iacute;a (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) have recommended tailoring materials to align with learners\u0026rsquo; English proficiency, providing valuable insights into EAP pedagogy. As such, this ensures learners develop both linguistic and subject-specific competencies.\u003c/p\u003e \u003cp\u003eOn the other hand, teachers also face challenges in shifting their focus to EAP. For instance, Campion (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) claims that many struggle due to insufficient subject knowledge, which may hinder their ability to integrate specific content into teaching. In this case, Campion (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) suggests that teachers should invest considerable time in learning subjects prior to teaching and thinking how to integrate them into classrooms. However, it seems to neglect whether teachers are open to acquiring unfamiliar subject knowledge (Choi \u0026amp; Yi, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eListening comprehension strategies\u003c/h2\u003e \u003cp\u003eDespite that Trenkic and Hu (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) stress the vital role of long-term training in enhancing listening skills, Lin and Huang (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) still argue that effective listening strategies can improve listening competence in a relatively short timeframe. Specifically, they emphasise that listening strategies encompass meta-cognitive, cognitive and socio-affective strategies (Lin \u0026amp; Huang, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), offering practical guidance for EAP listening instruction.\u003c/p\u003e \u003cp\u003eRivera-Mills and Plonsky (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2007\u003c/span\u003e) contend that teachers should flexibly employ listening strategies to support learners. It is evident that selecting appropriate listening strategies is essential, as each serves different functions. For example, meta-cognitive strategies help learners to plan, monitor and reflect on learning tasks (Vandergrift, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2004\u003c/span\u003e), guiding them to organise their learning, track progress, and identify areas for improvement (Bao \u0026amp; Guan, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). It seems that meta-cognitive strategies offer a macro-level approach for listening instruction. On the other hand, cognitive strategies provide a micro-level support for listening comprehension, involving problem-solving skills such as information elicitation, gist prediction and note-taking (Derry \u0026amp; Murphy, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e1986\u003c/span\u003e). Lin and Huang (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) also find that teachers employ socio-affective strategies frequently, possibly due to their emotional nature. This argument aligns with Vandergrift\u0026rsquo;s (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2003\u003c/span\u003e) viewpoint that socio-affective strategies consolidate learners\u0026rsquo; language skills through peer cooperation and interaction, alleviating their anxiety. For example, teachers may organise group discussions after listening tasks to foster learning through peer interaction.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eProfessional development in EAP teaching\u003c/h3\u003e\n\u003cp\u003eStudies have established that teachers\u0026rsquo; identity, mentoring and coaching are crucial for EAP teachers\u0026rsquo; PD (e.g., Lave \u0026amp; Wenger, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e1991\u003c/span\u003e; Swennen et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). These elements interact and influence both teachers\u0026rsquo; professional growth and teaching practices (Swennen et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2010\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eProfessional identity, as Yip et al. (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) claim, reflects individuals\u0026rsquo; self-perceptions and responses to external environments. Beijaard et al. (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) view it as dynamic, evolving through PD. Sherman and Teemant (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) suggest that teachers\u0026rsquo; identity evolves as they acquire new knowledge\u0026mdash;a change that in turn facilitates their professional training (Trent, 2011). For instance, negative student feedback may challenge a teacher\u0026rsquo;s self-perception, prompting them to seek support, enhance teaching competence, and restore confidence (Aljuhaish et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This process enhances their self-identity as a competent teacher, which in turn encourages their ongoing engagement in professional training, fostering a positive cycle of growth (Trent, 2011).\u003c/p\u003e \u003cp\u003eIn EAP classrooms, the notion of professional identity is multifaceted. Pennington and Richards (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) classify it into various sub-identities, such as language-related identity, based on linguistic competence, and student-related identity, rooted in teachers\u0026rsquo; impact on learners. This classification provides a structured lens to examine EAP teachers\u0026rsquo; identity. Hence, this paper defines EAP teachers\u0026rsquo; professional identity as their self-perception as educators proficient in supporting students' listening skills.\u003c/p\u003e \u003cp\u003eMentoring and coaching also serve as crucial scaffolding tools of teachers\u0026rsquo; PD.\u003c/p\u003e \u003cp\u003eCrafton and Kaiser (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) emphasise that mentoring fosters growth through mentor-mentee relationships, with mentors acting as experienced guides (Salter, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). In contrast, coaching is coachee-oriented, offering a range of approaches to assist coachees in tackling problems (Knight, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2009\u003c/span\u003e), including peer coaching (Showers, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e1984\u003c/span\u003e) and instructional coaching (Knight, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). It is obvious that mentoring and coaching support teachers from different perspectives. Specifically, mentors highlight sharing personal experiences and guidance (Salter, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), whereas coaches prioritise continuous feedback and measurable outcomes (Knight, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2009\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn terms of mentoring, it benefits both mentees (Delaney, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) and mentors (Garrigan \u0026amp; Pearce, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e1996\u003c/span\u003e). On the one hand, mentoring relationships could enhance mentees\u0026rsquo; self-confidence (Delaney, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), encourage their self-reflection on teaching practices, and address challenges (Hobson et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). For example, Kissau and King (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) find that, teachers with mentors outperform those without mentors in teaching practices, thereby building confidence; on the other hand, mentors also gain from the process, reflecting on their own teaching practices and connecting with pedagogical theory when sharing their lived experiences with mentees (Garrigan \u0026amp; Pearce, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e1996\u003c/span\u003e). This helps mentors review and refresh their own knowledge base, allowing for effective self-reflection and advancement (Montgomery, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eRegarding coaching, initially, instructional coaching, as Knight (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2007\u003c/span\u003e) contends, is one of prevalent approaches in recent EAP teachers\u0026rsquo; PD. The purpose of this approach is to enhance teachers\u0026rsquo; instructional pedagogy through a series of supportive initiatives sharing teaching methods and specialised knowledge, such as collaborative planning and classroom observation (Dove \u0026amp; Honigsfeld, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). This statement may have been more constructive if this study probed further into the effectiveness of instructional coaching in teachers\u0026rsquo; improvement of teaching practices. Also, peer coaching contributes to teachers\u0026rsquo; learning by navigating varied learners\u0026rsquo; needs (Fan, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), and fostering cooperation through mutual feedback (Keh \u0026amp; Swartzendruber, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). This argument has stressed the important role of teacher peers in their own professional growth. In particular, Keh and Swartzendruber (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) argue that peers\u0026rsquo; support contributes to anxiety reduction and confidence building. It seems that this approach not only enhances teachers\u0026rsquo; technical skills but also positively impacts their mental well-being.\u003c/p\u003e \u003cp\u003eAs discussed, there is increasing literature on EAP teaching, listening strategies, as well as teachers\u0026rsquo; PD in EAP teaching. However, there is a noticeable research gap regarding the integration of teachers\u0026rsquo; PD and listening instruction. In particular, it is unclear whether the current landscape of PD has supported EAP teachers\u0026rsquo; listening teaching. To fill this gap, the study formulates the following research questions (RQs):\u003c/p\u003e \u003cp\u003eRQ 1: What teaching strategies do EAP teachers currently use to teach listening skills for newly arrived Chinese tertiary students in Melbourne?\u003c/p\u003e \u003cp\u003eRQ 2: What challenges do EAP teachers encounter while teaching those listening strategies?\u003c/p\u003e \u003cp\u003eRQ 3: How do PD activities help EAP teachers to improve their pedagogy in teaching listening skills?\u003c/p\u003e\n\u003ch3\u003eTheoretical framework: sociocultural theory (SCT)\u003c/h3\u003e\n\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eFrom everyday concepts to scientific concepts\u003c/h2\u003e \u003cp\u003eAs shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, teachers\u0026rsquo; professional growth entails a transition from everyday concepts to scientific concepts (Freeman, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). Novice teachers, as argued by Freeman (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2002\u003c/span\u003e), typically begin their careers with prior fragmented, vague albeit deeply-ingrained understandings. These ingrained ideas, referred to as everyday concepts by Johnson and Golombek (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), have been evolving over years of language learning. These everyday concepts, central to the RQ 1, provide insights into the daily practices of listening teaching in EAP classrooms. In this sense, PD acts as a bridge to help teachers acquire a systematic understanding about second language teaching, which is termed as scientific concepts (Johnson \u0026amp; Golombek, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). As Johnson and Golombek (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) also assert, a well-structured PD programme guides teachers towards professional growth by integrating scientific concepts and providing organised monitoring. Therefore, through the examination of everyday and scientific concepts, the progression of teachers\u0026rsquo; cognitive development became apparent, addressing the RQ 1 regarding teachers\u0026rsquo; choices of daily listening teaching strategies.\u003c/p\u003e \u003cp\u003e[Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e near here]\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eMediation\u003c/h3\u003e\n\u003cp\u003eWithin the framework of SCT, mediation holds a significant position, meaning that the process of cognition does not unfold in direct response to the external world, but rather involves interaction through various tools (Cross, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). These tools encompass social and cultural artifacts to intervene and support human activities (Cross, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). In accordance with EAP teachers\u0026rsquo; PD in teaching listening, Johnson and Golombek (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) have introduced three categories of mediation means, namely object-regulated, other-regulated, and self-regulated mediation. These categories effectively illustrate how teachers actively seek support in their professional learning. As articulated by Shi (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), object-regulated mediation in EAP context, means that teachers gain knowledge from diverse teaching materials such as English textbooks and online resources; other-regulated mediation refers to teachers seeking guidance from other individuals such as more capable colleagues or participating in social activities such as PD events; and self-regulated mediation involves instructors\u0026rsquo; professional growth through reflecting on their past teaching experiences in classrooms or during PD events.\u003c/p\u003e \u003cp\u003eAnchored in this central notion of mediation, the RQ 2 and RQ 3 explore how teachers seek support when facing challenges in teaching listening. These questions probe into specific mediation strategies teachers are likely to use in their teaching roles, revealing the current status of EAP teachers\u0026rsquo; PD in listening instruction.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eThe zone of proximal development\u003c/h2\u003e \u003cp\u003eThe ZPD refers to the potential for learners to progress from their current level to a higher level of independent problem-solving, through guidance or collaboration with a more competent peer (Vygotsky, 1930/1978). This resonates with Delaney\u0026rsquo;s (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) claim that mentoring in PD encourages interaction between novice and expert teachers. Specifically, experienced teachers play a crucial role in mentoring novices in various aspects of teaching, such as curriculum design and classroom interaction. Furthermore, promoting collaboration among teachers also serves as a strategy for accomplished teachers to support their less experienced counterparts (Delaney, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Hence, both mentoring and cooperation with expert teachers support novice teachers to progress in independent problem-solving skills, contributing to the identification of the ZPD.\u003c/p\u003e \u003cp\u003eIn harmony with the concept of the ZPD, the RQ 3 aims to discover whether EAP teachers receive sufficient and appropriate support for effective listening instruction. Through assessing the level of specialised support from PD initiatives, this study carefully examines the current PD landscape and identifies teachers\u0026rsquo; potential ZPD. In line with Johnson and Golombek\u0026rsquo;s (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) view, recognising that teachers\u0026rsquo; ZPD hinges on their willingness to undertake teaching tasks that challenge their existing competencies, under the guidance of more skilled peers. Otherwise, the knowledge of teachers\u0026rsquo; potential for growth remains limited.\u003c/p\u003e \u003cp\u003eIn conclusion, the three aforementioned notions are interrelated and collectively illuminate EAP teachers\u0026rsquo; cognitive process within the framework of SCT (see Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). In this process, mediation facilitates a transition between everyday and scientific concepts through external tools and assistance, while the ZPD offers the development space where the mediation occurs. Together, these notions systematically dissect the RQs layer by layer.\u003c/p\u003e \u003c/div\u003e"},{"header":"Research methodology","content":"\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eResearch design\u003c/h2\u003e \u003cp\u003eThis study employed narrative inquiry as the research approach, due to its ability to probe into teachers\u0026rsquo; experiences and perceptions regarding EAP listening teaching and PD. Through personal accounts, the researcher investigated teachers\u0026rsquo; daily teaching strategies and challenges in teaching, addressing RQ1 and RQ2, and insights into PD initiatives in listening instruction, addressing RQ3. This aligns with Grumet\u0026rsquo;s (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e1975\u003c/span\u003e) view that narrative inquiry could reveal participants\u0026rsquo; hidden preferences and biases often unnoticed in everyday life. Concerning the conduct of narrative inquiry, this study employed semi-structured interviews with three EAP teachers, as this method combines closed- and open-ended questions (Adams, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), enabling focused exploration of specific issues (Bryman et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eParticipants recruitment\u003c/h2\u003e \u003cp\u003eThe study adopted purposive sampling to recruit three EAP teachers. Participants were selected from the researcher\u0026rsquo;s professional network, focusing on former colleagues with known teaching experience and expertise. As Morse (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e1991\u003c/span\u003e) argues, purposive sampling should prioritise participants\u0026rsquo; familiarity with and competence in the research topic. Also, their shared interest in teaching EAP listening skills fostered their willingness to participate. This study chose a small sample size, as it enables a detailed, nuanced exploration of each teacher\u0026rsquo;s experiences, yielding rich data that captures the intricacies of their professional journeys. Besides, it ensures that each teacher\u0026rsquo;s voice is heard and valued, aligning with the participatory and emancipatory aims of narrative inquiry (Bruce, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2008\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe researcher established three selection criteria: First, participants share the researcher\u0026rsquo;s Chinese ethnic background to facilitate understanding of their experiences from a similar cultural perspective, minimising potential interpretive bias. Second, to ensure representation, participants have varying employment statuses (i.e., full-time, part-time, and casual) and teaching experience, as these factors may influence teaching strategies, challenges, and PD engagement. Third, participants have experience in listening instruction for newly arrived Chinese tertiary students in Melbourne, ensuring valuable insights into classroom practices. The basic information of participants is displayed in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e below.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eParticipant demographics.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eParticipants\u003c/p\u003e \u003cp\u003e(Pseudonym)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEmployment status\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eYears of teaching experience\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLuke\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFull time\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAmy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePart time\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCatherine\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCasual\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eData collection and analysis\u003c/h2\u003e \u003cp\u003eThis study employed online semi-structured interviews via Zoom, each lasting around 45 minutes. Firstly, the researcher emailed guiding interview questions to the interviewees a week in advance. This allowed them to reflect on their experiences beforehand for more thoughtful responses. After discussing the interview time with the interviewees, the researcher scheduled a Zoom meeting, reminding them to join in a quiet environment with a stable internet connection. At the outset, the researcher assured confidentiality, and informed the interviewees of audio recording for later analysis. Afterwards, the interview proceeded with questions relevant to the RQs, and the process is outlined in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eOverview of the interview process.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTimeline\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTopics\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eExamples\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e10 minutes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeaching strategies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCould you share your experience in teaching listening strategies for newly arrived Chinese tertiary students in Melbourne?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e15 minutes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eChallenges\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eWhat are main difficulties in motivating and engaging students during listening activities?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e20 minutes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerceptions of current PD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDo you have any chances to attend events of professional development related to teaching listening skills? If so, could you share the experience and your opinion?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eNote.\u003c/em\u003e This table shows the time allocation of each topic of the interview and the examples for each topic.\u003c/p\u003e \u003cp\u003eIn light of the nature of semi-structured interviews, the researcher listened to the interviewees\u0026rsquo; responses and flexibly employed various question types such as probing questions and interpretative questions (Bryman et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). To maintain focus, the researcher redirected the conversation if it veered off-topic, and asked probing questions when he sensed the potential for uncovering deeper insights behind the participants\u0026rsquo; previous responses.\u003c/p\u003e \u003cp\u003eDue to Mandarin language used during the interviews, this study employed the transcription tool \u003cem\u003eFeishu Miaoji\u003c/em\u003e to convert the Mandarin recording into written texts, then the data was analysed based on the Chinese texts. Afterwards, the researcher adopted thematic analysis (TA) to interpret the data, as this method could contribute to the identification of basic patterns and themes of the transcripts relevant to the RQs (Braun \u0026amp; Clarke, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe six phases of TA (Braun \u0026amp; Clarke, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) are outlined as follows: familiarising with research data, generating initial codes, searching for themes, reviewing potential themes, defining and naming themes, and producing a report. The researcher began by reading through the interview transcripts to familiarise himself with the data. Then he re-read the texts to highlight essential words for the coding process. Subsequently, he started creating codes and distributed them to the texts. He then organised the codes into the potential themes. Subsequently, he verified thematic consistency across the coded excerpts and entire dataset, creating a thematic map for analysis. Next, these themes were refined to ensure clarity and relevance, facilitating the logical presentation of the research data. Lastly, with the compelling and representative extracts of the transcripts, the researcher prepared a comprehensive report, connecting the analysis back to the RQs and the examined literature. For the representative quotations, the researcher translated them into English, which potential challenges arose in inequivalence in Chinese-English lexical and cultural concepts. The researcher translated consistently based on specific contexts, with accuracy verified by a certified translator accredited by the National Accreditation Authority for Translators and Interpreters.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eEthical issues\u003c/h2\u003e \u003cp\u003e The research aligned with all ethical requirements of the affiliated institution and received the ethics approval. Each participant provided informed consent after being briefed on the research objectives, procedures and their right to withdraw. Confidentiality was ensured through pseudonyms and the removal of any identifiable information.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eInterview findings\u003c/h2\u003e \u003cp\u003e \u003cb\u003eRQ 1: What teaching strategies do EAP teachers currently use to teach listening skills for newly arrived Chinese tertiary students in Melbourne?\u003c/b\u003e \u003c/p\u003e \u003cp\u003eLuke\u0026rsquo;s story:\u003c/p\u003e \u003cp\u003eWhen Luke began his journey as a full-time teacher, he was determined to support his students in overcoming the hurdles of academic life. He remembered students\u0026rsquo; anxious faces as they shared fears about keeping up with fast-paced university lectures, worrying they would miss key points. To address this, Luke started each module with listening pre-tests, using results to design tailored lesson plans mirroring academic lectures. Then he incorporated interactive activities tied to students\u0026rsquo; interests. Step by step, Luke\u0026rsquo;s thoughtful approaches helped his students grow more confident in navigating academic challenges, preparing them for university demands.\u003c/p\u003e \u003cp\u003eAmy\u0026rsquo;s story:\u003c/p\u003e \u003cp\u003eAmy, an experienced and empathetic teacher, had a remarkable ability to connect with her students. She recognised that newly arrived learners often struggled with academic listening, overwhelmed by complex lectures. Therefore, she carefully selected topics aligning with her students' academic interests, ensuring the content feels relevant and engaging. Then Amy incorporated both audio and visual aids into her lessons. She found these visuals especially helpful for lower-proficiency students, as they provided contextual clues supporting comprehension. Over time, her students became adept at extracting key information from complex lectures, and Amy took pride in their steady progress, knowing she made a meaningful impact.\u003c/p\u003e \u003cp\u003eCatherine\u0026rsquo;s story:\u003c/p\u003e \u003cp\u003eWith eight years of teaching experience, Catherine has mastered the art of captivating her students. She knew that their main priority was understanding academic lectures, so she carefully selected materials tied to their specialisations, making the content feel relevant and purposeful. Before each lesson, Catherine asked students to preview the materials. She gave them a roadmap, guiding them through what to focus on, so they don\u0026rsquo;t feel overwhelmed by complex information ahead. During lessons, she often incorporated video clips, knowing that visual cues helped anchor their understanding. Catherine reassured her students that the goal wasn\u0026rsquo;t catching every word, but identifying key points. By shifting focus to contextual comprehension, she helped her students approach academic lectures with confidence.\u003c/p\u003e \u003cp\u003eIn the three participants\u0026rsquo; stories, it is apparent that they employed teaching strategies across three key dimensions (see Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e): teaching materials, delivery modes and listening strategies. Firstly, it seems important to select appropriate teaching resources based on learners\u0026rsquo; subject-specific needs. Catherine explained that \u0026ldquo;learners are highly motivated when I relate teaching materials to their specialisations; otherwise, they would not be interested.\u0026rdquo; Similarly, Amy expressed the significance of incorporating materials that resonated with learners\u0026rsquo; interests, and found that over time, learners were able to gradually capture essential information during listening exercises. Further, both Amy and Catherine advocated for the use of visual aids, suggesting potential benefits for teachers to integrate multimedia materials into their teaching strategies.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThree dimensions of teaching strategies the participants employed.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDimensions\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eCatherine\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003eAmy\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eLuke\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeaching materials\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDelivery modes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eListening strategies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMeta-cognitive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003ePlanning for listening processes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eMonitoring listening processes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eReflecting on listening processes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCognitive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003ePredicting listening gist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eEliciting key information\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eAnalysing sentence patterns\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eRecognising words\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eRepeating listening recordings\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocio-affective\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDiscussing with peers based on the topics of listening texts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eNote.\u003c/em\u003e The table shows how the three participants employed different teaching strategies to suit learners\u0026rsquo; needs in listening.\u003c/p\u003e \u003cp\u003eSecondly, regarding delivery modes, undoubtedly, the participants advocated for tailored approaches rather than a one-size-fits-all approach. For example, Luke usually administered pre-tests to assess learners\u0026rsquo; proficiency levels and customised teaching approaches accordingly. It is worth noting that besides listening capabilities, students\u0026rsquo; learning goal, journey and interest may also play a significant role in determining Luke\u0026rsquo;s choices of teaching approaches. He commented that \u0026ldquo;I also encouraged them to share their aspirations, prior learning experiences and hobbies.\u0026rdquo; Through this step, it becomes possible to increase students\u0026rsquo; motivation in improving listening skills by connecting their learning experience to personal goals and interests.\u003c/p\u003e \u003cp\u003eThirdly, as to listening strategies, it is obvious that the three participants employed diverse approaches tailored to learners\u0026rsquo; needs. Specifically, the three teachers unanimously adopted \u003cem\u003eplanning for listening processes (meta-cognitive)\u003c/em\u003e and \u003cem\u003eeliciting key information (cognitive)\u003c/em\u003e, as they all agreed that keeping right track of practicing processes is imperative for learners, and the capability of identifying key information is necessary for academic lectures. For instance, Catherine emphasised that \u0026ldquo;previewing listening materials, a key procedure for tracking learning process, plays a vital role in listening training.\u0026rdquo; Further, Catherine and Amy underscored that \u0026ldquo;the goal of listening practices is, in fact, to capture key information rather than to concentrate on individual words.\u0026rdquo; It implies that effective listening strives to understand a broader context, highlighting that this strategy facilitates learners to elicit a more profound understanding of listening texts.\u003c/p\u003e \u003cp\u003eHowever, the following two strategies were used by only one participant each: \u003cem\u003erepeating listening recordings (cognitive)\u003c/em\u003e and \u003cem\u003ediscussing with peers (socio-affective)\u003c/em\u003e. Given that the strategy of repeating listening recordings is rigid and monotonous, it stands to reason that this strategy was infrequently employed. For example, Amy argued that \u0026ldquo;young learners expected more varied ways to practise listening skills instead of merely repeating.\u0026rdquo; In terms of the strategy of peer discussions, it is likely to attribute its limited application to time constraints within EAP programmes. Luke lamented that \u0026ldquo;despite students\u0026rsquo; preference for peer discussions, I still rarely integrated it into my classes due to concerns about potential disruptions to teaching pace.\u0026rdquo; It is obviously suggested that despite the importance of meeting learners\u0026rsquo; needs, EAP teachers may carefully weigh satisfying students\u0026rsquo; preferences against maintaining the flow and structure of sessions.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eRQ 2: What challenges do EAP teachers encounter while teaching those listening strategies?\u003c/h2\u003e \u003cp\u003eLuke\u0026rsquo;s story:\u003c/p\u003e \u003cp\u003eWith three years of teaching experience, Luke often battled frustration as he guided students through the challenges of academic listening. His students, eager to master lecture comprehension, struggled most with understanding English spoken in varied accents\u0026mdash;an obstacle many had not anticipated. He recalled one student, confident in her reading abilities, who became discouraged after failing to follow a lecture delivered in an Australian accent. Luke empathised with her frustration, knowing how demoralising such moments can be. He reassured his students that improving listening skills takes time and consistent practice, even as he recognised their impatience for quicker progress. Still worse, the pressure of tight EAP programme timelines added to Luke\u0026rsquo;s challenges. He often felt like he was racing against the clock to help his students succeed.\u003c/p\u003e \u003cp\u003eAmy\u0026rsquo;s story:\u003c/p\u003e \u003cp\u003eWith five years of teaching experience, Amy has learned that many EAP students arrived with unrealistic expectations about improving listening skills. One student confidently declared he would become \u0026ldquo;fluent\u0026rdquo; within weeks, unaware of the gap between his current ability and academic demands. This student ended up frustrated, as impatience often clouded his efforts\u0026mdash;he hoped for quick results without committing to sustained practices. Recognising his frustration, Amy encouraged immersive strategies, urging him to engage with English outside the classroom. She gently reminded him that listening skills grow incrementally, not instantly, and reassured him that consistent effort leads to success.\u003c/p\u003e \u003cp\u003eCatherine\u0026rsquo;s story:\u003c/p\u003e \u003cp\u003eCatherine understood the challenge of helping students adjust expectations. After weeks of intensive listening drills, many students were disheartened by their progress, remarking that improvement seemed painfully slow. Catherine saw the struggle as twofold: not only did students grapple with unfamiliar idioms and academic terminology, but they often overestimated their actual listening proficiency. She observed that limited proficiency hindered their ability to engage effectively in university lectures. Hence, she encouraged students to seek local language partners to practise conversational skills and gain insights into natural speech patterns.\u003c/p\u003e \u003cp\u003e When asked about challenges in listening instruction, the participants were unanimous in the view that the obstacles primarily stemmed from a gap between learners\u0026rsquo; current and desired proficiency levels. They felt that Chinese students\u0026rsquo; listening proficiency levels were generally lower than expected in EAP programmes, and were particularly concerned about students\u0026rsquo; ability to effectively adapt to an academic setting. As Catherine worried, \u0026ldquo;limited listening proficiency may hinder meaningful interaction with lecturers and peers.\u0026rdquo; Therefore, this situation potentially affected students\u0026rsquo; overall learning experience and academic performance. Even worse, Luke and Catherine argued that students may find it frustrating to understand linguistic features, such as various accents and idioms. For example, Luke said that \u0026ldquo;students are often struggling with understanding words spoken with accents, while they can recognise them while reading.\u0026rdquo; It reminds EAP teachers of integrating diverse accents into listening teaching materials, providing learners with chances to access various English accents through different means such as multimedia and real-life scenarios.\u003c/p\u003e \u003cp\u003eAnother gap emerged between students\u0026rsquo; available time and optimal duration for their progress, posing another challenge for teachers. Specifically, it is contended that limited time students allocated for listening practices fell significantly short of an ideal timeframe for noticeable progress. Amy and Luke lamented that \u0026ldquo;students frequently lose patience with continuous practices.\u0026rdquo; The inclination arose as regular and sustained effort over time might contradict learners\u0026rsquo; desire for rapid progress. Thus, Amy recommended \u0026ldquo;immersion\u0026rdquo; in listening instruction, emphasising the significance of \u0026ldquo;being exposed to an English-speaking environment.\u0026rdquo; However, they suggested that the constrained time in EAP programmes often restricted learners from fully immersing themselves in an English context, as EAP programmes were usually intensive and lasted for a limited timeframe. Therefore, teachers\u0026rsquo; frustration has become evident, indicating a need for PD to guide teachers in encouraging students to exercise their autonomy by practising listening in various social settings, such as watching TV news and interacting with native speakers.\u003c/p\u003e \u003cp\u003e \u003cb\u003eRQ 3: How do PD activities help EAP teachers to improve their pedagogy in teaching listening skills?\u003c/b\u003e \u003c/p\u003e \u003cp\u003eLuke\u0026rsquo;s story:\u003c/p\u003e \u003cp\u003eLuke valued PD as a cornerstone of his teaching. One biweekly workshop, led by a seasoned teacher, left a strong impression with creative methods for scaffolding listening comprehension. Though the workshops were too infrequent for his growing needs, Luke made the most of them, often staying afterward to seek additional guidance. These informal chats became a wellspring of insights and practical strategies he eagerly adapted for his students. Even with limited opportunities for PD, Luke remained resourceful and determined, consistently seeking ways to enhance his teaching and create impactful listening experiences.\u003c/p\u003e \u003cp\u003eAmy\u0026rsquo;s story:\u003c/p\u003e \u003cp\u003ePD is the lifeblood of Amy\u0026rsquo;s teaching. She thrived on seminars where expert teachers shared practical tips, especially involving creative resources like movies. Amy reflected on a PD session that opened her eyes to using authentic audio-visual materials, sparking a wave of dynamic lessons students love. Still, Amy longed for more frequent PD, as teaching EAP demanded constant adaptation. When formal events fell short, she dived into online resources and EAP forums, eager to refine her listening instruction and keep her approach fresh and effective.\u003c/p\u003e \u003cp\u003eCatherine\u0026rsquo;s story:\u003c/p\u003e \u003cp\u003eCatherine saw PD as essential for mastering the complexities of EAP listening instruction. When unexpectedly assigned to teach a lower-proficiency class, she felt overwhelmed\u0026mdash;until she observed an expert's demo class, which gave her both practical strategies and the confidence to dive in. Outside workshops, Catherine gathered inspiration from her travels, collecting authentic listening materials and real-life examples to bring back to her students. With PD opportunities too rare, she actively hunted for new resources and insights, striving to make her lessons more engaging and accessible.\u003c/p\u003e \u003cp\u003eWhen encountering the aforementioned challenges during daily teaching, from the three participants\u0026rsquo; stories, it is obvious that they would proactively seek professional support either from teaching resources or from specialised events as shown in below Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDifferent support the three participants employed.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVarious kinds of support\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eCatherine\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eAmy\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eLuke\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeaching resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOnline resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eResources from the real world\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePD events\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eObserving peers\u0026rsquo; classrooms\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAttending professional seminars/ workshops\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAttending demo classes of expert teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026radic;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c8\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe participants expressed a clear preference for consulting diverse teaching resources as object-regulated mediation tools (Shi, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) when they encountered challenges. The reason was that there were not many scheduled teachers\u0026rsquo; PD initiatives. Initially, the two participants (Amy and Catherine) demonstrated that they usually accessed some online useful materials for reference, such as short audio or video clips and online listening texts. Amy shared with me:\u003c/p\u003e \u003cp\u003eIn my spare time, I often watch interesting authentic videos such as English movies and TV serials. These resources definitely offer me many ideas for incorporating them into my classroom. [. .. ] I find that students are enjoying watching these clips and learning from them. So the class becomes more engaging than solely focusing on textbooks.\u003c/p\u003e \u003cp\u003eIt seems that online resources not only enrich teachers\u0026rsquo; personal learning, but also make classrooms more dynamic and stimulating for students. Moreover, from Catherine\u0026rsquo;s accounts, it could be found that broadening teachers\u0026rsquo; horizons through exploring the real world also enabled them to mitigate challenges in listening instruction. In particular, she emphasised that,\u003c/p\u003e \u003cp\u003eI am passionate about traveling, as it allows me to access authentic materials for teaching from the real world; [. .. ] also, sharing fascinating stories from daily life and traveling with students, could help connect classes to real contexts. In this way, learners would not feel that classes were boring and beyond their ability scope.\u003c/p\u003e \u003cp\u003eFrom this response, it is interesting that there is a potential increase in student engagement by connecting real-world materials with teaching, fostering a more interactive learning environment. Nevertheless, it may raise concerns about whether the materials align with learners\u0026rsquo; listening goals. Hence, teachers should thoughtfully select appropriate teaching resources.\u003c/p\u003e \u003cp\u003eWhile the participants could enhance their professional growth through diverse teaching resources, they reflected that PD initiatives as other-regulated mediation tools (Shi, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) played a more essential role in improving their listening teaching skills. As Amy claimed, \u0026ldquo;PD events could support teachers effectively and efficiently, instead, counting solely on ourselves typically takes longer for progress.\u0026rdquo; As shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, the interviewees engaged in PD events, including peer classroom observation, expert teachers\u0026rsquo; demo classes, and professional seminars or workshops. However, they lamented \u0026ldquo;low frequency of PD initiatives\u0026rdquo; and \u0026ldquo;a lack of systematic training.\u0026rdquo; Luke expressed his concerns as follows:\u003c/p\u003e \u003cp\u003eMy school invited expert teachers to hold workshops for us biweekly, each lasting for about two hours. These activities helped me a lot [. .. ] However, I don\u0026rsquo;t think they were enough to meet my teaching needs as they were not organised frequently. So I sometimes consulted with those expert teachers privately. It was kind of like the relationship between mentors and mentees. Although it was not formal, it was still very helpful to enhance my listening instruction.\u003c/p\u003e \u003cp\u003eIt is impressive to note that besides workshops, the teachers proactively engaged in private consultations with experts to supplement the infrequent formal workshops. This underscores the importance of informal mentoring relationships in teachers\u0026rsquo; PD. Concerning demo classes of expert teachers, only Catherine reported that she sometimes attended, particularly when scheduled to teach listening sessions at a proficiency level that she had not taught before. She recalled,\u003c/p\u003e \u003cp\u003eI got used to teaching learners with medium-high listening proficiency. Unfortunately, my colleague, teaching a class at a low-medium level, took an extended sick leave. [. .. ] My supervisor assigned me to take over. I felt so stressed and out of my comfort zone, as I had no idea how to prepare for it. [. .. ] Luckily, I overcame this by observing demo classes conducted by an expert teacher.\u003c/p\u003e \u003cp\u003eFrom Catherine\u0026rsquo;s experience, she felt pressured at first due to a lack of familiarity with listening classes she took over. However, with the support of PD activities, she overcame discomfort and achieved professional growth through taking on this new teaching task. It emphasises the significant role of PD events in fostering teachers\u0026rsquo; adaptive skills in listening teaching.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe researcher presents the discussion of the key themes constructed from the three participants\u0026rsquo; narratives. These themes, along with the findings, are discussed within the theoretical framework of SCT (see Fig. \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e) in response to the research aim.\u003c/p\u003e\n\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\n \u003ch2\u003eTheme one: teachers\u0026rsquo; adaptive strategies for teaching listening skills\u003c/h2\u003e\n \u003cp\u003eIn the interviews, the participants showed the adoption of the three dimensions of the teaching strategies (see Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e) to meet learners\u0026rsquo; needs, including selecting appropriate teaching materials, delivery modes and listening strategies. Through the lens of SCT (Vygotsky, 1930/1978), the teachers\u0026rsquo; choices of distinctive strategies can be better understood.\u003c/p\u003e\n \u003cp\u003eInitially, it is apparent that the rationale behind the choices of the teaching strategies reflects the participants\u0026rsquo; cognitive journey from everyday to scientific concepts. Specifically, everyday concepts encompass fragmented teaching practices derived from prior language learning experiences (Freeman, \u003cspan class=\"CitationRef\"\u003e2002\u003c/span\u003e). As the teachers developed in listening teaching practices, they formed systematic cognition known as scientific concepts (Johnson \u0026amp; Golombek, \u003cspan class=\"CitationRef\"\u003e2011\u003c/span\u003e). Hence, as Nguyen and Abbott (\u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e) assert, the participants\u0026rsquo; variations in English learning backgrounds, teaching experience, employment statuses, and professional learning trajectories shaped diverse instructional approaches. For instance, addressing learners\u0026rsquo; needs, such as comprehending academic lectures, Catherine may employ cognitive strategies (e.g., word recognition), while Amy may adopt meta-cognitive strategies (e.g., reflecting on listening processes). Notably, these instructional selections reflect the transformation of scientific concepts from everyday concepts, supporting Freeman\u0026rsquo;s (\u003cspan class=\"CitationRef\"\u003e2002\u003c/span\u003e) argument about the influential role of individuals\u0026rsquo; growth trajectories in implementation of teaching pedagogy.\u003c/p\u003e\n \u003cp\u003eSecondly, all the participants showed eagerness to seek an appropriate teaching approach, as they regarded themselves as capable teachers who could manage difficulties and tailor teaching strategies through PD. This is in accordance with Sherman and Teemant\u0026rsquo;s (\u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e) view that teachers\u0026rsquo; self-identity has a profound influence on professional growth. Specifically, teachers\u0026rsquo; belief in their own capability motivates them to actively participate in PD, creating a constructive cycle of continuous growth and development (Trent, 2011).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\n \u003ch2\u003eTheme two: teachers\u0026rsquo; proactive engagement in PD for alleviating challenges in teaching listening\u003c/h2\u003e\n \u003cp\u003eFrom Vygotsky\u0026rsquo;s (1930/1978) perspective, cognition develops as individuals interact with the external world through various mediation tools. In other words, EAP teachers grow professionally through proactively seeking different support (see Table \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e). The findings revealed that they were enthusiastic about coaching models (Knight, \u003cspan class=\"CitationRef\"\u003e2009\u003c/span\u003e) of teachers\u0026rsquo; PD, such as observing peers\u0026rsquo; classrooms and attending professional seminars, which were regarded as other-regulated mediation tools (Shi, \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e). The reason is that teachers could obtain insightful instructional approaches (Knight, \u003cspan class=\"CitationRef\"\u003e2007\u003c/span\u003e) and mental support (Keh \u0026amp; Swartzendruber, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e), mitigating the challenges in listening teaching. Also, from the lens of self-regulated mediation (Shi, \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e), the teachers had the opportunity to learn from peers\u0026rsquo; classrooms to reflect on and enhance their own prior experiences.\u003c/p\u003e\n \u003cp\u003eHowever, formal mentoring was not mentioned in the accounts, despite its documented benefits (Crafton \u0026amp; Kaiser, \u003cspan class=\"CitationRef\"\u003e2011\u003c/span\u003e; Garrigan \u0026amp; Pearce, \u003cspan class=\"CitationRef\"\u003e1996\u003c/span\u003e). This gap may stem from inadequate mentor training, limiting their ability to effectively guide mentees in listening teaching (Kissau \u0026amp; King, \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e), as untrained mentors may view mentoring process as mere evaluation rather than a developmental opportunity (Dahal, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\n \u003ch2\u003eTheme three: teachers\u0026rsquo; laments about the frequency and systematisation of PD in listening instruction\u003c/h2\u003e\n \u003cp\u003eWhile the participants had some opportunities to access PD events, concerns about PD\u0026rsquo;s infrequency and lack of systematisation led them to predominantly rely on object-regulated tools (Shi, \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e). For instance, they sought support from online or real-world resources (see Table \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e) to alleviate challenges, such as engaging students beyond textbook-based instruction. Apparently, the object-regulated tools served as compensatory support due to limited PD availability.\u003c/p\u003e\n \u003cp\u003eIt is important to note that a supportive PD environment is crucial for the identification of teachers\u0026rsquo; ZPD (Vygotsky, 1930/1978) in teaching listening. The\u003c/p\u003e\n \u003cp\u003efindings revealed that the participants\u0026rsquo; challenges primarily stemmed from two factors: a significant gap between the desired outcome of Chinese tertiary students in listening skills and their current proficiency levels, and between constraints on time for listening improvement and an ideal timeframe for progress. Despite these difficulties, the participants expressed a willingness to seek professional support to enhance their skills. PD activities, such as peer classroom observation and professional seminars, provided them with chances to cooperate with or be guided under a more competent teacher. Hence, the teachers\u0026rsquo; independent problem-solving skills in teaching listening progressed from an existing stage to a more advanced level, contributing to the identification of the participants\u0026rsquo; ZPD (Johnson \u0026amp; Golombek, \u003cspan class=\"CitationRef\"\u003e2011\u003c/span\u003e).\u003c/p\u003e\n\u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eFor practitioners, such as EAP programme leaders, this study offers practical suggestions to establish supportive PD environments in teaching listening skills, highlighting the need for systematic initiatives such as mentoring. Further, for researchers, this project extends the theoretical understanding of teachers\u0026rsquo; cognitive process through the lens of SCT, showing how EAP listening teachers progress with mediation tools and how their ZPD is identified. Thus, it offers the theoretical foundation for other researchers to further explore EAP teachers\u0026rsquo; PD in listening teaching.\u003c/p\u003e \u003cp\u003eHowever, three notable limitations should be acknowledged. First, while the interview data provides in-depth insights, the small sample size limits generalisation. Second, the same ethnic background (i.e., Chinese) of the participants restricts the diversity and broader applicability of the results. Third, the use of a single method (i.e., semi-structured interview) precludes triangulation, whereas incorporating an additional method, such as observation, could yield more robust results.\u003c/p\u003e \u003cp\u003eIt is hoped that this study could serve as a catalyst for increased research focus on EAP teachers\u0026rsquo; PD in listening instruction. There is no doubt that for listening teaching, teachers demand a supportive PD environment to foster their professional growth. Understanding this need facilitates researchers to probe into this field from multifaceted perspectives. As such, EAP teachers will have a chance to receive systematic professional training in teaching listening skills.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDan Zhou contributed to the article conceptualisation, investigation, formal analysis, methodology, project administration, writing \u0026amp; editing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author declares no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research for this project received the approval of the Monash University Human Research Ethics Committee under the approval number: 40687. Also, all participants signed an informed consent form before the research, and their personal information and data were anonymised.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed consent\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBefore the data collection (15 \u0026ndash; 20 October, 2023), all participants were informed of the aim of this study, possible benefits and risks, and how the data would be used. They all signed the informed consent and agreed to participate in this research, data use, and consent to publish. Moreover, all participants were also assured that their personal or identifiable information would not be disclosed.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAdams WC (2015) Conducting semi-structured interviews. In: Newcomer KE, Hatry HP, Wholey JS (eds) Handbook of practical program evaluation. 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Australian Educational Researcher 51(1):213\u0026ndash;230. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s13384-022-00600-w\u003c/span\u003e\u003cspan address=\"10.1007/s13384-022-00600-w\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"EAP, professional development, listening instruction, sociocultural theory, mediation, ZPD","lastPublishedDoi":"10.21203/rs.3.rs-6041012/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6041012/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eAs the programme of English for academic purposes (EAP) has gained popularity in recent decades, teachers\u0026rsquo; professional development (PD) in this field has drawn increasing scholarly attention. The reason behind it is that PD significantly contributes to teachers\u0026rsquo; teaching quality, facilitating effective classroom practices. However, given the complexity of students\u0026rsquo; needs, concerns have emerged about whether current PD adequately supports teachers\u0026rsquo; growth. This study investigates the current landscape of PD for EAP teachers of Chinese, specifically focusing on listening teaching for newly arrived Chinese tertiary students in Melbourne. Through narrative inquiry with semi-structured interviews, this research gathers personal accounts from three teachers. Grounded in sociocultural theory, thematic analysis is employed to synthesise the research data. The findings reveal that teachers strive to employ adaptive teaching strategies to address learners\u0026rsquo; needs and proactively engage in PD. Also, their experiences suggest a need for frequent and systematic professional support to alleviate the challenges associated with listening teaching. This research not only provides EAP programme leaders with valuable insights for creating a supportive PD environment for listening teaching through systematisation, but also offers a sociocultural theoretical foundation for researchers to explore EAP teachers\u0026rsquo; PD in listening teaching.\u003c/p\u003e","manuscriptTitle":"Empowering EAP teachers of Chinese: a narrative inquiry into professional development for Chinese students’ listening instruction in Melbourne","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-02-26 19:46:18","doi":"10.21203/rs.3.rs-6041012/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-03-05T11:44:18+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-08T19:57:13+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"298756762951050603734308970461495318303","date":"2026-01-24T22:08:46+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"298756762951050603734308970461495318303","date":"2026-01-03T02:24:19+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-16T10:33:02+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"293943718528946213438832319333145741057","date":"2025-05-06T01:21:38+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"249186309838271097368705456000854567656","date":"2025-04-01T02:01:10+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-03-30T01:44:50+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-03-19T09:32:48+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-02-27T08:00:04+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-02-24T16:56:09+00:00","index":"","fulltext":""},{"type":"submitted","content":"Humanities and Social Sciences Communications","date":"2025-02-16T11:58:23+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"f18f88b9-4ed4-4909-95ed-3ddf8f754d54","owner":[],"postedDate":"February 26th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[{"id":44803565,"name":"Humanities/Language and linguistics"},{"id":44803566,"name":"Social science/Education"}],"tags":[],"updatedAt":"2026-05-19T20:09:07+00:00","versionOfRecord":[],"versionCreatedAt":"2025-02-26 19:46:18","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6041012","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6041012","identity":"rs-6041012","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}