Investigating Listening Comprehension Challenges in Online EFL Courses: Perspectives from University Students

Abstract

The current study investigated the challenges of listening comprehension encountered by Saudi university students in online English as a Foreign Language (EFL) classes. It examined the role played by gender and academic specialisations in the listening comprehension challenges in online EFL classes. Data were collected via an online questionnaire from five hundred and thirty-nine male and female undergraduates. The results indicated that the primary challenge was related to Listening Conditions, which ranked highest with a mean score of 3.78. This was followed by Language Exposure (mean score of 3.60), Suitability to Student Proficiency Level (mean score of 3.47), Well-being and Alertness (mean score of 3.41), and finally, Listening Skills (mean score of 3.40). Additionally, the results revealed statistically significant differences (p < 0.05) in the challenges of listening comprehension based on gender, with female students reporting greater difficulties than male students. Furthermore, significant differences (p < 0.05) were found concerning the students' specialisation, with those in health-related fields experiencing more pronounced challenges compared to their counterparts in scientific disciplines. This study emphasises the necessity of implementing strategies to enhance students' EFL listening comprehension and calls for more urgent and comprehensive research to address the identified challenges in listening comprehension.