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What do you think motivates teachers to keep innovating in teaching listening despite limited institutional support?
Have you ever experienced a class where listening was integrated naturally into other skills? How was it done?
What kind of institutional support would motivate teachers to innovate more in teaching listening?
How can teachers still provide effective listening practice for students when the institution has limited facilities?
In your opinion, what is the biggest institutional challenge that teachers face when teaching listening, and why do you think it happens?
