Undergraduate Efl Learners’ Listening Comprehension Problems: A Survey Study

Abstract

Listening comprehension plays a pivotal role in English as a foreign language (EFL) learning, because it facilitates effective communication and serves as the foundation for other language skills’ development. However, EFL learners encounter numerous challenges when it comes to listening comprehension. This survey study delves into the listening comprehension problems encountered by undergraduate EFL learners at a private university in Indonesia, focusing on their beliefs regarding various problems of the listening process. The study employed a quantitative approach, utilizing a Questionnaire of Beliefs on English Language Listening Comprehension Problems (Q-BELLP) developed by Lotfi (2012), which assess learners beliefs across six distinct factors: process, input, listener, affect, task, and context. The questionnaire, comprising 40 items rated on a Likert scale, ranging from 1 (never) to 5 (always), which unveiled context, input, listener, process, affect and task as the factors believed by participants to contribute to their listening problems. These findings offer valuable insights into the specific listening comprehension problems faced by Indonesian EFL learners; therefore, informing potential pedagogical interventions and curriculum enhancements. Accordingly, educators and instructional designers can tailor strategies to address these challenges effectively, such as incorporating varied listening materials and creating a supportive learning environment conducive to listening skill development.