Exploring Listening Difficulties of EFL Higher Education Students

Abstract

This study explored English as a Foreign Language students' listening difficulties in higher education. A 30-item questionnaire adapted from Calub (2018) items was distributed to 28 first-year students in the academic year 2024/2025 in an English Education program at Universitas Riau Kepulauan, Indonesia. The questionnaire included eight categories, including linguistic, cognitive, affective and environmental factors that contribute to listening difficulties. The study used descriptive statistics to indicate the listening difficulties most students frequently reported which were low recording quality, poor sound clarity, complex grammar, difficulty in concentrating, and fast speech. These factors were indicative of external barriers (i.e., physical context and speaker delivery) or internal barriers (i.e., linguistic and cognitive) to listening effectively. The results of the study support the notion that listening comprehension problems are multidimensional in nature and emphasize the importance of improving listening instruction further. Recommendations for engaging students in listening activities include improving clarity of recorded audio, reducing speed of speech input by the audiolingual material, and facilitating grammatical comprehension.