Efl Students’ Beliefs on English Language Listening Comprehension

Abstract

This study explores English as a Foreign Language (EFL) students' beliefs regarding English language listening comprehension. The research was conducted with 108 undergraduate EFL students from the Islamic University of Indonesia who had completed key listening courses. Using the Questionnaire of Beliefs on English Language Listening Comprehension Problems (Q-BELLP), data were collected and analyzed quantitatively through descriptive statistics. The findings revealed six dimensions of listening comprehension problems: process (M: 2.94 SD: 0.937), listener (M: 2.97 SD: 1.042), task (M: 2.84 SD: 1.003), input (M: 2.48 SD: 0.965), affect (M: 3.19 SD: 1.064), and context (M: 3.92 SD: 1.029). Among these, input and contextual issues such as unclear pronunciation, varied accents, and poor acoustic quality were found to be the most challenging. Additionally, the study uncovered students' limited use of metacognitive strategies and the influence of negative affective factors like anxiety and frustration on their comprehension. The results suggest that students’ listening difficulties are strongly tied to their beliefs and cognitive load, particularly in the perception stage of listening. These findings imply that fostering positive beliefs and providing explicit instruction on listening strategies are essential for improving EFL learners’ listening performance. The study recommends differentiated instruction, classroom interventions, and curriculum adjustments that align with students' proficiency levels and listening needs.