Bridging the Gap in EFL Listening Comprehension: From Difficulties to Effective Learning Strategies

Abstract

Listening comprehension remains one of the most challenging skills for learners of English as a Foreign Language (EFL), particularly in contexts where exposure to authentic spoken English is limited. This study investigates the listening comprehension challenges experienced by EFL university students and examines how learning strategies and technology integration can support their listening development. A descriptive study using questionnaire data conducted with twenty undergraduate EFL students who had completed several listening courses. The findings reveal that major listening difficulties arise from unfamiliar accents, fast speech, and limited vocabulary knowledge, which often prevent learners from identifying key ideas in spoken texts. Despite these challenges, the results indicate that students actively employ a range of cognitive and metacognitive strategies, including predicting content, focusing on keywords, repeated listening, and note-taking, to facilitate comprehension. Furthermore, the integration of technology-enhanced learning tools such as podcasts, online videos, and interactive digital platforms significantly increases students’ motivation, engagement, and opportunities for independent listening practice. The study highlights that combining explicit strategy instruction with technology-supported learning environments can effectively reduce listening anxiety and promote learner autonomy. These findings suggest that EFL listening pedagogy should adopt a balanced approach that integrates strategy training, authentic listening materials, and digital learning resources to better prepare students for real-world communication.