One way of providing solution to English language learners listening skill problem can be focusing on EFL
teachers’ belief and practice of listening instruction. Even if teacher cognition researches provided substantial
new insights in to what EFL teachers believe and do in practice very few studies have gathered evidence of what
teachers believe and practice in the classroom for teaching listening. Thus the present study attempts to
investigate two EFL secondary school teachers’ belief and practice of teaching listening .Two EFL teachers who
teaches in grade nine in University of Gondar Community School in 2018/19 were selected by purposive
sampling for the study. Data was gathered through observation and unstructured interview. A qualitative
approach was utilized to analyze the data gathered .The result showed that the EFL teachers’ belief of teaching
listening was fairly good where as their practice was found to be poor. It was seen that there is a gap between
the teachers’ belief and practice of teaching listening. Hence the study recommends EFL teachers to treat the
listening sessions that are included in the textbooks regularly, to up to date themselves with the current methods
of teaching listening so that they could benefit their students most, to use different techniques of teaching
listening so that they can persuade their students about the importance of learning listening.
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