| dc.description.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. | en_US |
