FACTORS INFLUENCING LISTENING COMPREHENSION DIFFICULTIES AMONG OMANI EFL LEARNERS

Ruel F. Ancheta, Deny Daniel

Abstract


This study explored the challenges faced by EFL learners in understanding spoken texts in academic listening classes through a mixed-methods design. Findings revealed that among the five listening subskills assessed, Vocabulary Building was the most difficult. Limited vocabulary emerged as a primary barrier, as unfamiliar words in connected speech increased cognitive load, delayed meaning integration, and hindered comprehension. In addition, higher-order subskills such as Inferring, Identifying the Main Idea, and Predicting Outcomes were also significant contributors to listening difficulty. These skills demand that learners move beyond surface-level decoding and engage in deeper cognitive processes, including inference-making, synthesis, and anticipation of meaning. The overall listening performance of respondents was categorized as “Below Average,” suggesting that current listening instruction may not adequately support learners in achieving functional proficiency. Other challenges identified included linguistic factors (speed of speech, accent, pronunciation, vocabulary), cognitive factors (text processing, attention lapses, lack of prior knowledge), teacher and learner factors (instructional materials, contextualization, audio length), and environmental factors (classroom noise, and poor audio quality). These findings underscore the multifaceted nature of listening comprehension difficulties and highlight the urgent need for targeted pedagogical interventions.

Keywords


academic listening, listening subskills, listening comprehension, listening difficulties, EFL learners

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References


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DOI: http://dx.doi.org/10.46827/ejel.v11i5.7048

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