dc.description.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. | en_US |