Exploring Jordanian EFL Students’ Perceptions ofListening Comprehension Difficulties

Abstract

This study investigated listening comprehension difficulties that EFL students experience when listening to textbook recordings in language classroom. One hundred and six male tenth-grade students in a public school in Jordan responded to a researcher-designed questionnaire. The questionnaire consisted of four main domains, namely process, input, listener and task. The questionnaire was comprised of 20 items. The study came to the conclusion that there are several factors that affect listening comprehension. The participants reported that input-related issues were the most challenging, while task-related ones were the least difficult.