Listening comprehension challenges and facilitating factors among Indonesian EFL students in English-speaking countries
Bibliographic record
Abstract
Listening plays a crucial role in individuals’ communication with others and in their efforts to comprehend their surroundings. As one of the fundamental tools for learning, it serves as a foundation for the development of other language skills and is frequently employed both in everyday life and within educational contexts. Consequently, listening emerges as a key component in foreign language instruction. Learners’ ability to comprehend what they hear is essential to avoid difficulties in the language learning process. In the context of teaching English as a foreign language, the careful monitoring of learners’ listening processes and the identification of the challenges they face are vital for achieving instructional success. This study aims to identify the listening-related difficulties encountered by university students learning English as a foreign language at the Intermediate proficiency level. Grounded in a qualitative research approach, the study adopts a phenomenological design. The participants consisted of eight Indonesian students enrolled in English speaking countries such as US, Canada, Australia and UK. Data were collected through semi-structured interviews conducted with the selected participants. A descriptive analysis technique was employed to analyze the qualitative data. The participants reported several common difficulties during listening activities, including heavily accented speech, frequent use of idioms and proverbs, limited vocabulary knowledge, lack of attention to stress and intonation, and the speaker’s rapid speech rate. On the other hand, several facilitating factors were also identified. These included prior knowledge of other languages, having a rich vocabulary, engaging and interesting content, the presence of audiovisual elements, and the effective use of gestures and facial expressions by the speaker—all of which contributed to improved listening comprehension.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".