Abstract
Do teachers truly demonstrate their knowledge, beliefs, and feelings about teaching L2 speaking? It is an important question to consider because teachers' cognition functions as an important element that EAP instructors should not overlook. This intrinsic case study attempts to demonstrate the disparities between teachers' perceptions of teaching L2 speaking that are both congruent and incongruent. To supplement the study's goal, one EAP teacher was interviewed using a semi-structured questionnaire in which she shared her beliefs about L2 speaking. Following that, one of her lessons was observed using an observation protocol to determine the extent to which her stated beliefs manifested or differed from her classroom practises. To reach the conclusion, patterns in this raw data were matched using thematic analysis. This case study revealed that the observed EAP instructor failed to reflect her perceptions in the classroom while facilitating L2 speaking, despite the fact that her beliefs were reflected in some instances while her class.
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