Exploring Factors Influencing EFL Students’ Listening Comprehension Difficulties in Indonesian Higher Education

Abstract

Listening comprehension is a fundamental component of English language learning and plays a crucial role in the development of communicative competence. However, for many learners of English as a Foreign Language (EFL), listening remains one of the most difficult skills to master. This study explores the factors influencing listening comprehension difficulties among EFL students at Universitas Muhammadiyah Semarang (UNIMUS). A descriptive quantitative approach was employed, involving 23 students from the English Education Department in the first and third semesters. Data were collected through a close-ended questionnaire consisting of ten items measuring three categories of listening difficulties: linguistic, psychological, and external factors. The results reveal that psychological factors represent the most dominant source of difficulty, particularly students’ anxiety, lack of concentration, and limited listening practice outside the classroom. Linguistic challenges, including restricted vocabulary knowledge and difficulty recognizing spoken words, also significantly affect comprehension. In addition, external factors such as rapid speech rate, unfamiliar accents, and unclear audio quality further complicate students’ listening processes. These findings suggest that listening comprehension is influenced not only by linguistic competence but also by learners’ psychological readiness and environmental conditions. Therefore, effective listening instruction should integrate authentic listening materials, encourage independent listening practice, and foster a supportive learning environment to enhance learners’ confidence and listening proficiency.