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Technium Social Sciences Journal
Vol. 42, 15-35, April, 2023
ISSN: 2668-7798
www.techniumscience.com
The challenges that basic stage EFL students face in online

listening comprehension from their teachers' perspectives in
Jordan
Rawan Yousef
rawanshehadeh92@gmail.com
Abstract. This study explored the challenges that Basic Stage EFL students encountered in
online listening comprehension from their teachers' perspectives during the Corona Virus
pandemic. It included (161) EFL teachers from public schools in Jordan who were randomly
selected from Marka Directorate of Education in Amman during the first semester of the
academic year 2021/2022. A special questionnaire was developed for data collection. The results
indicated that teachers regardless of their experience and gender confirmed a set of challenges
that face EFL students in online listening comprehension. The results also revealed that the
students’ domain of these challenges received the highest mean score. Based on the study’s
results, the researcher proposed some recommendations to overcome online listening
comprehension challenges.
Keywords. Challenges, Listening Comprehension, Online Learning, Basic Stage, Jordan
1.1 Introduction:
Around three years ago, the Corona virus pandemic spread around the globe where the
associated risk is familiar to every world country and citizen. The educational repercussions
were massive and almost most world countries were relatively touched by the severe drawbacks
of this disease. On March15, 2020, Jordan announced closing schools and switching from face-
to-face instruction to "online learning" in all schools; public, private, and UNRWA for all
stages. The aim was to achieve social distance to decrease the risk of Covid-19 pandemic and
to stop its spreading across the country. Since then, switching to online learning has become a
valid alternative for the Jordanian government whenever there are clues for the covid-19
spreading among the country’s populace.
As the main context of the present study, Kim (2020: 147) defined online learning as
"An educational process which takes place over the Internet” and has provided alternative terms
to denote it such as " Distant Learning" and " Virtual Learning". Several relevant applications
were employed during online learning such as WhatsApp, zoom, google meet and google
classroom.
Online learning and teaching can take two streams: synchronous where the interaction
between learners and teachers happens at the same time such as conducting classes through
zoom, teams or Google Meet. The other is asynchronous where the interaction does not occur
at the same time as in the case of emails or social media platforms (Simamora, 2020). Thus,
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several devices could accompany online teaching and learning such as smart phones, laptops,
and computers while being connected to the Internet.
In normal circumstances online learning should be meticulously planned. However, due
to the sudden existence of the pandemic, switching to online learning lacked the sufficient
planning, designing, and developing of online learning and teaching material (Adedoyin &
Soykan 2020). Consequently, it is expected that this shift would create a set of challenges.
Although online learning became part of the educational system, there is a lot of
uncertainty and doubts towards it (Adedoyino and Soykan, 2020). Hasanova (2020) claimed
that a significant negative impact on the quality of education during distant learning is clearly
shown due to the lack of supported systems. Likewise, Rasmitadila (2020) mentioned the
unavailability of phones or laptops with parents and technical difficulties that prevent learners
to interact are among the commonly reported challenges. Other challenges encompassed the
physical interaction between teachers and learners which added new roles and responsibilities
to the EFL teacher.
Noor et al (2020) stated that the change from face-to-face classes to online learning
forced teachers to change their professional roles and strategies. Similarly, Simamora (2020)
revealed that online teaching demands greater efforts than face to face teaching. On the other
hand, Neimi and Kousa (2020) assured that previous studies confirm the fact that not to teach
by means of face-to-face requires teachers to acquire different expertise and teaching
techniques. For example, Daher and Shabari (2020) assured that online classes should exhibit
flexibility and present various options that go with individual needs for each student. The impact
of isolation on students' motivation should be always taken into consideration. According to
Niemi &Kousa (2020) students have revealed that lack of communicating physically with
teachers or colleagues has decreased their motivation even those who are considered high
achievers.
This sudden switching has also added new responsibilities to EFL teachers. Simamora
(2020) and Fauzi and khusuma (2020) elucidated that those who practice teaching online find
it difficult to determine the suitable resources to find effective online programs.
Basically, language teachers need to cope with a set of obstacles following the
characteristics of a foreign language as illustrated by Maclntyre et al (2020). Such obstacles
might get more complicated when teaching online.
Listening comprehension is expected to be problematic for both EFL students and
teachers. Usually comprehending a spoken language requires more efforts from language
learners than native speakers (Selin and Ozgur 2016). English learners should be involved in
authentic situations and to participate in communication for the sake of acquiring oral skills
(Al-Abdullat 2019). In a general sense, this shift to online learning has caused several
challenges in online listening comprehension learning and teaching. Fauzi and Khusuma (2020)
have classified the online listening comprehension challenges into the following categories: 1.
availability of facilities 2.network usage 3. planning, implementation, and evaluation of learnin.
Rost (1994) explained the vital role listening has in language learning. Supposedly,
through listening, learners can gain the input they need to begin learning. Brown (2006)
demonstrated that the skill of listening involves a wide range of complexities. However,
teachers can pave the way to EFL learners by always working with students to activate prior
knowledge particularly in the pre- listening stage. Such practice may significantly motivate
students to create a link between classroom and what they already know in real life.
Sara et al (2015) revealed that EFL students encounter obstacles in listening
comprehension connected to various aspects of listening comprehension including perception,
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parsing, and utilization. As for perception, EFL students might face the following hardships:
hearing sounds with little clarity, fast speech rate, missing the beginning of the text, knowing
the meaning when only seeing the word, not recalling the meaning of common familiar words
as fast as they should, words confusion, words and phrases that are considered awkward
according to students, taking too much time to recognize the meaning, and problems in
concentration.
Simamora (2020) indicated that the inevitable online learning during the risk of COVID-
19 spreading would lead automatically to reformations in the pedagogical approaches by taking
serious procedures toward improving and developing E-learning. Likewise, Hasanova (2020)
revealed that the pandemic of COVID-19 should encourage educational systems worldwide to
improve both the content and the format of online learning.
Nuzhath (2020) suggests that the use of apps such as Zoom, Microsoft Teams, Google
Classrooms, and others permit students to gain chances of face-to-face interaction between them
and their teachers. The author suggests the term "blended learning" as through such apps there
are chances for interaction especially when compared to non-visual means. In the study, the
author asserted that such kinds of learning forces students to play new roles in the process of
learning.
In the Jordanian context, all students attending public schools study English using
Action Pack curriculum from grade one to twelve. During the pandemic of covid-19, all English
teachers had to prepare and conduct online English classes. It is worth mentioning that Action
Pack textbook series is based on the communicative approach. Accordingly, the General
Guidelines for the Jordanian English curriculum included a set of outcomes Jordanian basic
EFL students need to achieve regarding the listening skill. For example, grades one to sixth are
expected to listen to understand and respond to spoken English in basic and simple guided
contexts. Likewise, students in grades seven to ten are expected to listen to understand spoken
English in a variety of simple authentic formats and contexts.
This study attempted to identify common challenges faced by students in online
listening comprehension with possible suggested solutions from the perspective of EFL
teachers.
1.2 Literature Review

Studies related to the teaching of the Listening Comprehension
Jabeen (2021) conducted a study which aimed at determining the issues that might cause
challenges among English language learners when studying English online. According to his
study, the issues may be related to a set of resources as : students themselves, people they have
direct contact with as family, their EFL teachers, and the government of the place where they
live. EFL students may contribute in finding challenges due to several reasons as lack of
discipline, lack of awareness, lack of willingness, lack of patience, lack of practice, and other
factors related to students. According to the study, family can become an obstacle in English
learning by not letting students practice English or having bad attitude towards learning English.
Teachers may cause challenges when practicing inappropriate methods or teaching strategies
when instructing English. The researcher suggested developing platforms for learning English
and make sure they do their role in increasing students' motivation and their positive attitude
towards learning English.
Kusuma & Suwartono (2021) conducted a study to investigate students' response to the
use of Telegram in English class during COVID-19. The researchers developed a close ended
questionnaire that was meant to be completed by 217 ninth graders at SMP Negeri 1
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Kawunganten. The analysis of the results revealed the 81% of students believe that Telegram
Messenger is a good useful option when studying English online. Nevertheless, 70% of the
students indicated that they face a couple of obstacles when learning English through Telegram
as being less focused and less motivated.
Fansury et. al. (2020) gave a description for how English teachers used digital content
as a way to teach English during covid-19 crisis. Both questionnaire and interviews were used
to record students and teachers' responses in Makassar. The results showed that including digital
content in teaching English online facilitates the mission as it can be easily uploaded in the
applications as Facebook or WhatsApp. Digital content might contribute to increasing students'
motivation especially if the material addresses students' interests. However, the study stated that
challenges as network and data packages can limit the occurrence of such advantages.
Nushi & Orouji (2020) investigated EFL teachers' views on listening difficulties among
their learners. The study was implemented over 108 EFL male and female teachers in Iran by
using both online questionnaires and semi-structured interviews. The findings were as the
following :1- teachers believe that their learners had listening problems regarding process,
input, task and the listener's component. The difficulties that were indicated embodied the
following: 1- unclear sounds 2-loss of concentration 3- colloquial language 4- losing of the flow
of the speech 5- distraction and tiredness 6- disappointment 7- lack of interest. Such difficulties
would be overcome if students can be equipped with listening skills and strategies.
Hashem (2020) probed the effectiveness of a task-based program in promoting the
listening comprehension skills and listening subskills with its impact on the listening self-
efficacy. The participants were fifty EFL General Diploma Students from Cairo University. The
researcher used plenty of instruments such as listening subskills checklist, listening
comprehension test, and a listening self -efficacy scale. The study showed that the results of the
experimental group in the post test were significantly higher than those in the pretest regarding
both listening comprehension and listening comprehension sub-skills. Similarly, the results
were better in favor of the post-performance of the listening self-efficacy scale. With the
appearance of such results, the researcher has recommended that in order to help students gain
the listening skills and sub-skills in a way that promote their language communication skills,
appropriate task-based listening activities should be always available. Not to forget that the
whole process with its all steps should match the students' needs.
Alsheheri & Alsagheer (2020) explored the effect of listening learning platforms on
listening comprehension skill. The study followed the design of a pre-test-post-test quasi-
experimental control group. The participants were 76 students of Saudi high school in the
academic year 2019. The results showed the positive impact on the listening comprehension
skill when using ELLLO plat form. As a result, the researchers recommended training teachers
in order to employ such plat forms effectively in order to help students develop their language
communication skills.
Alabsi (2020) declared that it is still unclear if using videos and education apps in
learning can affect positively listening comprehension. Through a semi-experimental research,
the researcher sought to examine the kind of influence adding text to videos has on EFL learners'
listening comprehension. The population of the study consisted of 76 female preparatory -year
students at Taibah University in Al-Madinah Al-Munawarah during the academic year 2019.
The students were asked to perform an achievement test. The results indicated that adding a text
to videos is effective and has contributed in improving the sample listening comprehension
skills as it permits exposing students to a multimedia listening material.
Babaei& Izadpanah (2019) carried out an experimental study to investigate the impact
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of some advance organizers as key vocabularies, previewing comprehension questions, and

multimedia annotation on improving EFL learners' listening comprehension. The participants
were 150 Iranian female high school students. They were distributed into three experimental
groups and one control group. The researchers have used placement test, listening passages,
listening comprehension questions, key vocabularies list, and multimedia annotation. After
analyzing the data through the SPSS software, the researchers came up with the following
conclusions regarding the use of such advance organizers. Firstly, the performance of the
experimental group performance was significantly better than the control group after the
implementation of pre-teaching key vocabularies. Similarly, the use of multimedia annotations
has improved the performance of the experimental group. However, the use of previewing
comprehension questions as an advance organizer did not improve the listening comprehension
of the listeners. The researchers have confidently stated that the multimedia annotation was the
most effective advance organizer followed by pre-teaching key words leaving previewing the
questions to be the least effective one.
Al-Najjar & Al-Jamal (2019) conducted a study to investigate the English language
teachers' perceptions of Technological Pedagogical and Content Knowledge (TPACK) in the
teaching of listening and speaking. The study was carried out in Jordan, and the participants
were 69 teachers from UNRWA organization who were asked to answer a survey questionnaire.
Firstly, the data analysis has revealed that teachers do not possess suitable knowledge of
technology in comparison to the knowledge of content and pedagogy. Also, the teachers have
expressed little interest in technology. Moreover, most teachers were unable to employ
technology in their instruction. The study has also indicated that teachers do not usually receive
trainings to equip them with twenty first century requirements.
Farmazi et al (2019) searched into the impact of video podcasting tasks on listening
comprehension progress of Iranian intermediate learners. It was an experimental study that
relied on pre/posttest. The population was undergraduate students of English translation at Karaj
Branch of Islamic Azad University. The vodcasting tasks and the discussion were conducted
through Telegram. The experiment showed a positive impact of podcasting on enhancing the
listening proficiency for the sample of the study. The study supported the results by giving
reasons why podcasting is considered a good choice in distant learning, and also supported by
the previous literature.
Helwa (2017) did a study that aimed at investigating the effectiveness of using Mobile
Assisted Language Learning (MALL) approach in developing EFL students' listening
comprehension skills and vocabulary learning. 30 university students studying English in the
education section were chosen to participate in the study that took place in Egypt. The
instruments used are listening comprehension test, vocabulary test, semi-structured interview,
and self-report survey. The results showed that using mobile program such as (MALL) has a
considerable role in developing EFL listening comprehension skills and vocabulary learning.
Nowrouzi et al (2015) conducted a study to explore listening comprehension problems
faced by EFL students. The participants were Iranian tertiary first year EFL learners who were
asked to answer a questionnaire. According to the study, EFL students face problems in
listening comprehension that can be classified into three categories; perception problems,
parsing problems, and utilization problems. Perception problems as misperceiving sounds,
chunking difficulties as an example of parsing problems, and confusion about the main idea as
an example about utilization problems.
Rahimi& Soleymani (2015) studied the impact of mobile learning on listening anxiety
and listening comprehension. The participants were fifty intermediate EFL learners. The
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researchers used two instruments which were foreign language listening anxiety questionnaire
as well as key English test. The experiment showed that learning through mobile can reduce
anxiety while listening compared to computer assisted learning. Moreover, mobile learning
intervention increased the level of the listening comprehension. The study has included reasons
to such results in favor of doing listening through mobile as portability, social interactivity,
context sensitivity, and individuality.
Bakry (2013) aimed at identifying the problems that hinder listening comprehension.
The researcher developed a questionnaire that was distributed to EFL secondary school
teachers. Also, he developed an observation checklist in order to collect data about students.
The completion of the study led the researcher to come up with resources that contribute in
finding listening comprehension problems. The first resource is the material being used. It might
cause listening comprehension difficulty due to its vocabulary or some unpredictable phrases.
The second resource is the presentation that includes factors related to the speaker as the accent
and the intonation. And some factors are related to the listener as the inability to concentrate or
the insufficient practice chances. The last resource according to the study is the physical setting
as having noise or using poor quality equipment.
Studies related to online listening comprehension

Muhammad & Ameen (2021) probed the hardships Kurdish EFL learners face in online
classes during COVID- 19 time. They used a questionnaire and asked 110 university students
to answer it. Moreover, they asked 9 university instructors for an interview in order to collect
the needed data. The participants indicated that the technical problem regarding electricity and
internet are serious hardships in online learning. Additionally, both students and instructors
assured that they were not trained enough to cope with online learning. Adding to that, the
complexity of online evaluation was something that both students and instructors complained
about.
Keden (2020) carried out a case study to answer questions regarding the emergency
switch to online learning. The study was conducted in a school in central Alaska in USA. The
researcher decided to let an experienced teacher with his students to be the subject of the study.
During three months, the researcher has used semi structured interviews, daily conversation,
and ten class observations to collect the needed data. He used both open ended questions and
closed ended questions in order to cover the areas of the study. The results indicate a set of
conclusions about online learning. For example, numerous numbers of students and teachers do
not have constant Internet connection. Even if it is available, most likely the cost is considered
high. Moreover, not a small number of pupils were not actually engaged in the online classes.
Adding to that point, the researcher concluded that the newly adopted school schedule had
notably decreased the instructional time. Nonetheless, regardless of the need to develop
teachers' digital skills, little or no time was dedicated to work on teachers' technological skills.
As for students, the scarcity of social interaction was an area of suffering.
Lx and LJ (2020) examined EFL teachers' views about online teaching. The researchers
conducted interviews with the participants who were EFL teachers from a Chinese university.
The finding revealed that EFL teachers do realize the aspects, benefits, and difficulties of online
EFL teaching. Additionally, EFL teachers have gained some technological abilities. EFL
teachers do realize the learners' needs, the differences between online and traditional teaching.
Noor et al (2020) conducted a study to explore the perception of schoolteachers
regarding online teaching practices during COVID-19 pandemic. The researchers conducted
semi-structured interviews with 10 teachers from a public school in Pakistan. After analyzing
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the data, the study came up with the following challenges for online learning as high cost of
internet packages, uncooperating students and parents, limited availability of educational
resources, and lack of ICT knowledge.
Verma & Saarsar (2020) explored schoolteachers’ perceptions about the usage of online
teaching tools. The sample included 100 teachers who answered a questionnaire. According to
the results, some teachers were pessimistic about the positive impact of online teaching as it
assumes advantages not found in traditional methods.
Slim (2020) studied EFL teachers' willingness to be part of online professional programs
rather than face to face ones. The study took place in Amman in Jordan during COVID-19
pandemic. The researcher randomly chose 10 EFL teachers from both private and public schools
to be interviewed online. The researcher came up with the following conclusions. First, EFL
teachers are unwilling to be part of online professional development programs. Second, they
complained about a set of problems mainly technical ones. Finally, teachers did not benefit from
any good practices in the online professional development during the pandemic of COVID-19.
Al Diab et. al. (2018) conducted a comparative study on "The influence of Online
Learning on Students' Achievement in English: They investigated the impact of online learning
on students' achievement in a course of English for intermediate students. In their study, they
asked both the control and experimental groups who were 88 university students to do an
achievement test after studying English through the two methods: traditional and online. The
results indicated no statistically significant differences in students' results due to the method of
teaching.
2.1 Statement of the Problem:

It is assumed that EFL teachers are aware of the crucial role of online listening
instruction. Obviously, not going to schools and completing learning from home is challenging
for EFL students. Simamora (2020) revealed a set of difficulties that usually occur when
students learn from home such as losing interest, being constantly anxious, and suffering from
emotional disturbance. Added to that is the complexity of the listening skill. For example,
Hahem (2020) identified a group of processes learners should manage while listening
embodying the identification of the main ideas, listening for details and figuring out structure.
Being a practicing teacher, the researcher realized that if listening in regular cases is
challenging, the shift to online will make it more challenging. As a result, the researcher
concluded that there is a need to identify the challenges that Basic Stage students encounter in
online listening comprehension so that that this identification would facilitate finding applicable
solutions.
2.2 Purpose and Questions of the Study:

The study addresses the following questions:
1. What are the challenges that Basic Stage EFL students face in online listening
comprehension from their teachers’ perspectives?
2. Are there any statistically significant differences at (alpha =. 05) between the
challenges mean scores that can be attributed to the teacher's experience and gender?
2.3 Importance of the Study:

Simamora (2020) claimed that as it is possible that the pandemic may return, there is a
need for a well-designed educational system. This indicates the possibility that online learning
becomes an integral part of the educational system. Therefore, there is an urgent demand for
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practical solutions to eliminate the challenges that Jordanian students might face in their
listening comprehension during distance learning. The study, therefore, seeks to collect
evidence about the challenges and suggest solutions to overcome them. In addition to the studies
included in the literature, the results would contribute to the literature as they indicate these
challenges. It may serve researchers and experts in the field of English language education by
helping them to identify such challenges to sort them out and facilitate students’ online listening
comprehension.
2.4 Definitions of Terms:

Several terms appear throughout the study which need to be defined operationally.
1. Listening comprehension: Al-Najjar and Al-Jamal(2018) and
Prudy(1997)defined it as " The active and dynamic process of attending, perceiving,
interpreting, remembering, and responding to the expressed(verbal and nonverbal), needs,
concerns, and information offered by other human beings"( p.8).Operationally , this study will
collect evidence about the online listening comprehension challenges by using a questionnaire
which was developed by the researcher.
2. Challenges of Online Listening Comprehension: The study has classified
the challenges into three domains: challenges related to the teacher, related to the student, and
related to the textbook or the task. Challenges are to refer to what may cause to hinder practicing
online listening. It also refers to the sources that may decrease the quality of online listening
comprehension.
2.5 Limitations of the study: This study was limited to the research instrument which
was the close questionnaire, the time of the implementation of the study and the participants as
illustrated in the section below.
3.Methodology
The methodology adopted in the present study was a quantitative descriptive approach
where a well-designed questionnaire was the data collection instrument which was validated
and its reliability was ensured.
3.1 Population and sample of the Study:
The population of this study consisted of 848 EFL teachers both males and females in
Marka Directorate of Education in Amman during the academic year 2021/2022. Using the
random sample technique, 49 teachers were chosen for the pilot study, and 161 teachers were
chosen to participate in the actual study. The distribution is shown in Table 1 below.
Table (1): Distribution of the Sample of the Study according to the Variables of Gender
and Experience.
Variables Variables Category No
Experience 1- 3 years 27
4-9 years 35
10 and more 99
Gender Males 78
Females 83
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3.3 Research Instrument:

The researcher developed a questionnaire after reviewing related studies regarding
challenges of online learning in general and challenges appearing while doing online listening
tasks. The questionnaire includes three parts. The first part elicited personal information
regarding the years of experience, gender, and grades. The second part is about the challenges
teachers assumes students to face in online listening comprehension.
3.3.1 Validity of the instrument:
The questionnaire was forwarded to a jury of 8 university professors and school
supervisors to ensure its validity. Particularly, they were asked to evaluate clarity, accuracy,
and appropriateness of the items of the questionnaires. Different comments were received and
have been taken into consideration in order to develop a more valid version of the questionnaire.
3.3.2 Reliability of the Instrument:
To establish the reliability of the questionnaire, 49 teachers from the population were
asked to answer the questionnaire to fulfil the pilot study. Cronbach's alpha correlation
coefficient was calculated for the whole questionnaire and for each domain in it. The computed
alpha value of all the challenges was (0.89). For the teacher domain it was ( 0.90), for the student
domain it was (0.78), and for the textbook domain it was (0.78).
4.1.1 Results Related to the First Question: What are the challenges that basic stage
EFL students face in online listening comprehension from their teachers' perspectives in
Jordan? To answer this question, means and standard deviations were calculated. The results
are presented in the following table.
Table (2): Means and Standard Deviations of the EFL Teachers' Perspectives about
Online Listening Comprehension Challenges that Face Basic Stage Students.
Rank No. Domain Mean Std, deviation Degree
1 2 Student 3.14 .407 High
2 3 Textbook/ 2.95 .448 Moderate
tasks
3 1 Teacher 2.89 .388 Moderate
Total 2.98 .332 Moderate
*Low( 1-1.99), Moderate( 2, -2.99), High( 3-4)
Table 2 reveals that the degree of EFL teachers' perspectives of the challenges EFL basic
students face in online listening comprehension is moderate( M=298). The mean score of the
student related variables is high; 3.14. The textbook/ tasks related variables mean score is
moderate 2.95. And the teacher related variables mean score is also moderate 2.89.
Tables 3,4,5 below present the mean scores and the standard deviations regarding each
domain and their related items.
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First Domain: Challenges Related to Teacher

Table (3): Means and Standard Deviation of Basic Stage EFL Teachers'
Perspectives with regard to Challenges Related to Teacher.
Std.
Rank No. Item Mean Level
deviation
Lack of effective training of EFL
1 7 teachers on designing online listening 3.19 0.607 High
tasks
Teachers have limited online
2 18 resources to use in the instruction of 3.15 0.561 High
listening comprehension
Lack of access to well-planned
3 9 3.03 0.575 High
teachers' resources
Teachers lack digital competence to
4 4 3.02 0.642 High
design online listening tasks.
Teachers don’t have enough training
5 19 to integrate digital content into their 2.99 0.685 Moderate
instruction.
Teachers think that pre-listening
6. 8 activities are hard to be executed via 2.96 0.582 Moderate
online teaching.
Teachers don't pay attention to
7. 16 differentiated online listening tasks. 2.93 0.603 Moderate
Teachers don't teach listening sub- 0.694
8. 17 skills while teaching online. 2.93 Moderate
Teachers lack teaching listening
9. 3 strategies while teaching lessons 2.92 0.733 Moderate
online.
Teachers find difficulty to offer
10. 12 students chances to expand their 2.92 0.774 Moderate
vocabularies in online learning.
Teachers don't track the process of 2.89
11. 10 0.642 Moderate
listening in online learning.
Lack of arousing students’ interest and
12. 6 2.89 0.700 Moderate
curiosity in online listening activities.
Teachers rarely conduct systematic
13. 13 assessment during online listening 2.87 0.663 Moderate
comprehension.
Teachers are unable to implement
14. 15 2.87 0.690 Moderate
communicative online listening tasks.
Teachers don't conduct integrated
15. 14 2.86 0.601 Moderate
listening tasks while teaching online.
Teachers rarely check for
16. 5 2.83 0.771 Moderate
understanding in online learning.
17. 11 Teachers rarely apply contextualized 2.81 0.644 Moderate
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online listening activities.

Achieving effective a three-stage
18. 2 listening through online learning is 2.68 0.648 Moderate
time consuming.
Teachers believe that listening is less
19. 1 important than other skills such as 2.22 0.927 Moderate
reading.
The table above demonstrates that online instruction "Challenges Related to Teacher"
domain ranges between high level and moderate level (M= 3.02- 2.22). The highest four items
are: item 7 " Not all teachers are well trained to design online listening tasks" ( M= 3.19), item
2 " Teachers have limited resources to use in their instruction of listening comprehension" ( M=
3.15), item 9 " Lack of access to well-planned teachers' resources" ( M=3.03), and item 4 "
Teachers lack the digital competence to design online listening tasks ( M=3.02). On the other
hand, the lowest three items are: item 11 " Teachers don't conduct contextualized online
listening activities"( M=2.81), item 2" Achieving effective three-stage listening through online
learning is time consuming" (M=2.68), and item 1 " Teachers believe that listening is less
important than other skills such as reading" (M= 2.22).
Second Domain: Challenges Related to Students
Table (4): Means and Standard Deviation of the Challenges that Face EFL Basic Students
from their Teachers' Perspectives with regard to Challenges Related to Students.
Std.
deviation
1. 22 Students depend on their parents to 3.40 0.595 High
accomplish given online listening tasks.
2 24 Students don’t get enough exposure to 3.23 .605 High
authentic language learning to help them
improve their listening skills.
3. 28 Students lack the technical devices 3.20 .643 High
necessary for online listening
4. 25 Students lack listening sub-skills 3.17 0.664 High
5. 20 Students' assume that listening is difficult 3.16 0.655 High
to be learned during online learning
6. 29 Lack of reliable Internet connection 3.15 0.604 High
hinders students' participation in online
listening tasks
7 26 Students lack the mastery of listening 3.12 0.669 High
comprehension skills such as top-down /
bottom-up strategies
8. 27 Students' low self-efficacy impacts their 3.12 0.636 High
listening skills
9. 30 Students with online listening anxiety will 3.12 0.606 High
find it difficult to follow stretches of speech
10. 21 Students consider reading and grammar 3.09 0.823 High
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more important than listening

11. 23 Students are over-loaded with online 2.99 0.737 Moderate
assignments
12. 31 Students are afforded less time than needed 2.94 0.631 Moderate
to accomplish the listening task
Table (4) demonstrates that most of the "Challenges Related to Student" domain are high
except for two which are moderate. More precisely, the highest three are: item 22 " Students
depend on their parents to accomplish given online listening tasks" ( M= 3.44), item 24 "
Students don’t get enough exposure to the language to help them improve their listening
skills"(M=3.23), item 28 " Students lack the technical devices necessary for online listening "
(M=3.20). On the other hand, the lowest three are: item 21" They consider reading and grammar
more important than listening" ( M= 3.09), item 23 " Students are over-loaded with online
assignments" (M=2.99), and item 31 " Students are afforded less than needed time to complete
the listening " (M=2.94).
Third Domain: Challenges Related to the textbook and the listening tasks
Table (5): Means and Standard Deviation of Basic Stage EFL Teachers' Perspectives with
regard to Challenges Related to Textbooks and Listening Tasks.
Std.
deviation
The planned online material
concentrates on reading and grammar
1. 36 3.07 0.643 High
components at the expense of the
listening skill
The unavailability of video-based
2. 32 3.01 0.754 High
material
The book's online listening tasks lack
3. 33 2.97 0.617 Moderate
sufficient variation
Available listening tasks do not follow
4. 34 pre-listening, while-listening, and 2.93 0.657 Moderate
after-listening pattern
The online listening comprehension
5. 35 2.78 0.659 Moderate
tasks are not authentic
Table 5 shows that " Challenges Related to Textbook and Tasks " domain range between
high and moderate level(M=3.07-2.78). The highest one is item 36 " The planned online
material concentrates on reading and grammar skills at the expense of the listening skill" (
M=3.07) and the lowest one is item 35" The online listening comprehension tasks are not
authentic" ( M=2.78).
4.1.2 Results Related to the Second Research Question: Are there any statistically significant
differences at (alpha=0.5) between the challenges mean scores of EFL students that can be
attributed to the teacher's experience and the gender?
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Related results are presented in Tables 6 and 7.

Table (6): Means and Standard Deviations of Students' Challenges due to Teachers
'experience.
Variable Domain Group Mean N Std. Deviation
1-3 Years 2.97 27 0.367
4-9 Years 2.87 38 0.421
Teacher
10 and more 2.87 96 0.381
Total 2.89 161 0.388
Years of 1-3 Years 3.11 27 0.270
Experience 4-9 Years 3.18 38 0.412
Students
10 and more 3.13 96 0.438
Total 3.14 161 0.407
1-3 Years 3.01 27 0.323
4-9 Years 3.03 38 0.393
Textbook/Tasks
10 and more 2.96 96 0.494
Total 2.95 161 0.448
Table (7): Means and Standard Deviations of Students' Challenges due to Gender
Variable Domain Group Mean N Std. Deviation
Males 2.92 78 0.354
Females 2.85 83 0.416
Gender Teacher Total 2.89 161 0.388
Females 3.14 83 0.450
Total 3.14 161 0.407
Males 2.94 78 0.388
Textbook/Task Females 2.95 83 0.501
Total 2.95 161 0.448
Tables 6 and 7 show that there are differences in the mean scores of teachers due to
experience and gender. To test whether these differences are statistically significant or
not(alpha=0.05), Multi-variant test was applied. The results are shown in Table 8.
Table (8): Multi-variant test of statistically significant differences (alpha= 0.05) in
teachers' perspectives that can be attributed to teacher's experience and gender.
Effect Value F Sig.
Years of Experience Wilks' Lambda 0.959 1.097b 0.364
Gender Hotelling's
0.016 .806b 0.492
Trace
Table 8 shows that there are no statistically significant differences (alpha=0.05) between
the total mean scores of teachers that can be attributed to years of experience and gender.
On the other hand, a four way Multivariant Analysis of Variance( Four -way MANOVA)
was applied to test if the differences between each of the three domains of the questionnaire
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were statistically significant ( alpha=0.05). The results are displayed in Table 9:

Table (9): Four -Way MANOVA of the Differences Between the Domains Mean Scores of
Teachers' due to ( Teachers' Experience and Gender)
Type
Partial
III Mean
Source Domain df F Sig. Eta
Sum of Square
Squared
Squares
Years First (Teacher
Of Related 0.209 2 0.104 0.691 0.502 0.009
Experience Variables)
Second (Student
Related 0.117 2 0.058 0.346 0.708 0.004
Variables)
Third(Textbook/
Tasks Related 0.608 2 0.304 1.510 0.224 0.019
Variables)
Gender First (Teacher
0.008
Related 0.185 1 0.185 1.227 0.270
Variables)
Second (Student
0.000
Related 0.006 1 0.006 0.035 0.851
Variables)
Third (Textbook/
0.000
Tasks Related 0.015 1 0.015 0.074 0.785
Variables)
Error First (Teacher
Related 23.712 157 0.151
Variables)
Second (Student
Related 26.428 157 0.168
Variables)
Third (Textbook/
Tasks Related 31.621 157 0.201
Variables)
Correlated First (Teacher
Total Related 24.118 160
Variables)
Second (Student
Related 26.551 160
Variables)
Third (Textbook/
Tasks Related 32.242 160
Variables)
Table 9 shows that there are no statistically significant differences (alpha=0.05)
between the domain mean scores of teachers that can be attributed to teachers' experience and
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gender.
4.1.1 Discussion Related to the First Question: What are the challenges that basic
stage students face in online listening comprehension from their teachers' perspectives?
Supposedly, EFL teachers are aware of the role of practicing listening in order to
familiarize students with the language. In the natural regular educational settings where
education takes place with direct interaction between learners and their teachers, listening
appears to be challenging. Challenges may result from the anxiety of experience loneliness by
the learners who have to manage online learning by themselves. Hashem (2021) suggests a set
of processes learners manage to do while listening as identifying highlights. As Simamora (
2020) revealed, in his study on the challenges of Online Learning during the COVID-19
Pandemic, generally speaking, a set of online learning challenges face students which
encompass losing interest, being always anxious and emotionally disturbed. Consequently,
students might find online listening even more challenging than being in a face-to-face learning.
The results of the first question show that the mean score of EFL teachers' perspectives
of the challenges that basic stage students face in online listening comprehension is 2.98 as
shown in Table 2 above. This demonstrates that EFL teachers agree to a moderate degree on
the challenges students face in online listening comprehension. The questionnaire classified the
reasons behind such challenges to three domains. The results indicated that the domain of
"students" gets the highest mean score (3.14). This might be the case as listening depends on
characteristics students should possess. Moreover, the nature of online learning requires
students to be more dependent on themselves. This conclusion matches with results by Nushi
and Orouji (2020) who assured that it is not only vocabulary students must know to comprehend
a listening material, but also they should have a mental competence regarding culture and
structure. Also, it matches with findings reached by Wilson (2006) who claimed that difficulty
in listening will most likely appear if learners themselves are not acquainted with the language
aspects used in the listening material as the syntactic structure, vocabulary or the speed of
speech.
The highest item concerns " Students depend on their parents to accomplish a given
online task. Teachers also agreed on item 22 " Students don't get enough exposure to the
language to help them improve their listening skills. Due to boredom and lack of interests,
students might not be willing to read or listen to non-curricular materials. This decreases the
chances to be more familiar with the language as well as limit their chances to develop their
listening main and subskills. However, a common opinion in the literature reviewed, for
example, as expressed by Kaden (2020) is that students studying from home should develop
new learning habits that enable them to be more responsible about their learning. Hence, there
should cooperation between students and teachers to develop new more independent learning
habits when studying from home.
Moreover, teachers showed agreement on item 28 " Students lack the technical devices
necessary for online listening" and items 29 " Lack of reliable Internet connection hinders
students' participation in online listening tasks. This result matches a common finding obtained
by several studies regarding online learning (Adedoyin and Soykan (2020), Kim (2020), Lx and
LJ (2020), Fansury et al (2020), and Simamora (2020)).
Most teachers also agreed on item 25" Students lack listening subskills. Brown (2001)
stated that micro listening skills act as techniques EFL learners apply for comprehending a
listening material. Nevertheless, EFL teachers and students usually give priority to put their
efforts on reading and grammar. Consequently, the instructional time will be dedicated to cover
their material rather than instructing students to practice the process of listening. Students who
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do a listening task from home probably guess the final answers because they might not be
accustomed to use the skills of comparing or inferring for instance.
Teachers also agreed to a high degree on item 20 " Students' assumption that listening
is difficult to be learned during online learning ". Clearly, it is a challenge as if students find it
meaningless or unbearably complicated to do an online listening task, they probably won't ask
for help to improve their weakness nor they will be interested in doing the task regardless if it
is marked or not.
Teachers agreed on item 26" Students lack the mastery of listening comprehension
skills such as top-down/ bottom -up strategies. Obviously, it is a factor that may contribute in
increasing the difficulty of online listening comprehension as Cahyono and Widiati (2009)
demonstrated that success of listening relay on learners ability to combine between the two
processes together.
Teachers agreed that students' low self-efficacy impacts their listening skills. They also
reflected on listening anxiety with students finding it difficult to follow stretches of speech.
When studying from home away from their teachers, friends and colleagues deprived from
social interaction or regular physical activities will not to be relaxed. Simamora (2020)
confirmed that students who experience stress won't be able to concentrate on their studying.
Finally, teachers highly agreed that students consider reading and grammar more
important. This behavior possibly leads to some difficulties as it deprives students from
developing their communication skills by not actually practicing the language.
The second factor affecting the conduction of online listening comprehension is the
textbook itself and the listening tasks. According to Al-Sheheri and Alsagheer (2020) there is a
significant correlation between the material used and students' listening performance.
Therefore, listening material and tasks should be carefully planned, prepared, and implemented.
Most teachers agreed on item 36" The planned online material concentrates on reading and
grammar skills at the expense of the listening skills".
Another challenge has to do with " The unavailability of video-based material. Fansury
et al (2020) found a direct connection between including digital content and raising students'
motivation.
Finally, teachers agreed on item 35" The online listening comprehension tasks are not
authentic. Wallace (1992: 145) defines it as "real-life texts not written for pedagogical
purposes". EFL learners should always be exposed to the language with its communicative
features. Material that includes everyday conversations with daily phrases and expressions
should be always the subject of listening tasks. However, the lack of such authenticity would
lead students to struggle while practicing listening.
Regarding the third domain, it lists the factors contributing to the challenges students
may face in online listening comprehension related to the EFL teachers themselves. Teachers
moderately agreed regarding the items in this domain. Nonetheless, among all items, teachers
agreed to a high degree on item 7 " Not all teachers are well trained to design online listening
tasks". In addition to the listening complexity, the situation is more complicated when done
online. Probably, online teaching lacks planning as it takes place as a response to an unexpected
emergency with assumptions that it is temporary and won't last long. Teachers agreeing to a
high degree on items " 18 and 9 " Teachers have limited resources to use in their instruction of
listening comprehension", " Lack of access to well-planned teachers' resources" demonstrate
that teachers not referring to well-designed teachers' books to guide them to instruct while
teaching online might decrease students' chances to practice listening as a skill without any
mentioned difficulties. Added to that, their lack of trusted practical resources to use while
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instructing might add a challenge to the students while they practice listening online.
Things that might harden practicing the listening skill is what was mentioned in items
4 and 19 " Teachers lack the digital competence to design online listening tasks, " Teachers
don't have enough training to integrate digital content in their instruction. Alsheheri and
Alsagherr (2020) confirmed that connecting the listening with plenty of visual media through
electronic devises should support student's motivation and engage them more to do listening
tasks.
To a moderate degree, teachers agreed that as some of EFL teachers neglect pre
listening activities due to time constraints-item 8 " Teachers think that pre-listening activities
are hard to be executed via online teaching". That would contribute in depriving students from
practicing on listening as they are supposed to as they will seek product not detect the process
and that affect them negatively. As Warker (2014) indicated what actually matters is what
students do before, while, and after listening process.
Another challenge that was concluded by the study is item 16 " Teachers do not
conduct differentiated online listening task". Teachers' agreement on item 3" Teachers lack
teaching listening strategies while teaching online" which suggests that the incompetency of
EFL teachers to conduct listening skill using smart devices may lead that EFL students to not
receive the needed practice and development of listening.
Helwa (2017) clarified that vocabularies have crucial role in language learning and
communication. EFL can acquire vocabularies by explicit and implicit techniques with EFL
teachers' support. However, in this study, teachers agreed on item 12 " Teachers find it hard to
offer students chances to expand their vocabularies in online listening". In other words, students'
disability to identify or recognize the key vocabulary as well as teachers not working with them
to do so is an obstacle in the listening skill development.
The development of listening may be effective when it goes through stages
accompanied with scaffolding and differentiation. However, according to the results of the
study, teachers do not follow the ordinary process of teaching a listening task, item 10 "
Teachers do not track the process of listening in online learning". In other words, students do
not get chances to fully understand what is being heard. Consequently, they would guess, cheat,
ask their parents to help them as all what matters to the teachers is the final answer.
The results of this study are in line with results obtained by Muhammad and Ameen (
2021), Keden (2020), Noor et al( 2020), Verma & Saarsar (2020), Jabeen (2021), Fansury et al
(2020, Mahmoud & Ahmed (2020), Nushi & Orouji (2020), Bakry (2013)). However, the
results are contradictory with related results obtained by Alabsi (2020), Alsheheri & Alsagheer
(2020), Rahimi & Soleymani (2015) and Helwa (2017).
5.1.2. Discussion Related to the Second Question:

Are there any statistically significant differences between the challenges mean scores
that can be attributed to teachers' experience and gender?
The results of the second question revealed no statistically significant differences
between teachers regarding their perspectives about online listening comprehension that can be
attributed to teachers' experience and gender. As noticed from the findings, EFL teachers
regardless of their gender and experience agree on the challenges that face Jordanian EFL
students when practicing online listening comprehension. This might be due to the fact that
teachers regardless of their gender and experience did not receive training to conduct online
listening tasks. Moreover, the challenges of online listening comprehension due to lack of
devices and Internet connection, focusing on grammar and reading rather than listening, and
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lack of training of teachers to integrate digital content are the same regardless of the variation
among them. This result is in line with studies obtained by Keden ( (2020), Noor et al (2020),
Verma & Saarsar ( 2020), Nushi & Orouji (2020).
6.2 Conclusion:
According to the results of the study reported by EFL teachers in Marka Directorate of
Education indicated that Jordanian EFL students studying in public schools struggle in the
development of their online listening skill. The challenges might be caused by students
themselves by depending on their parents, not having reliable constant Internet connection or
smart devices, being stressed or anxious with lack of motivation. Their assumption that reading
and grammar are more important than listening, or listening is difficult through online, not
applying top down and bottom-up strategies, and not possessing the learning strategies that
enable them to expose themselves to the language by various means. As for teachers, there can
be challenges caused by them such as not being trained to integrate technology when teaching
listening, not having access to trusted resources, not working with students to expand
vocabulary or listening sub-skills. Material and tasks can cause challenges like not including
videos or digital content or the lack of variation.
In other words, online listening comprehension challenges are related to the challenges
online learning revealed such as lack of devices, lack of communication, lack of interest with
stress as common phenomena. Also, these challenges sometimes result from the nature of
listening skill like complexity in presentation, difficulties in scaffolding and giving feedback,
and the amount of time the skill needs to be conducted effectively. It is worth saying that the
results showed no statistical differences that can be attributed to experience and gender. That is
to say, teachers regardless of how experienced they are or whether they are males or females
agree on the kind of challenges EFL learners face in online listening comprehension.
6.3 Recommendations: A set of recommendations based on the results of the study

are directed to the Ministry of Education, English language curriculum experts and
specialists and other researchers.
1. Ministry of Education should offer training courses that enable teachers to use
technology in their online instruction.
2. Ministry of Education should design reliable resources which teachers can benefit
from when teaching online.
3. There should be listening tasks students can perform even they are offline.
4. There should be free learning websites students can use to practice English during
and after School Hours.
5- Further investigation to focus on other aspects of online EFL instruction.
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The challenges that basic stage EFL students face in online

Keywords. Challenges, Listening Comprehension, Online Learning, Basic Stage, Jordan

1.2 Literature Review

of some advance organizers as key vocabularies, previewing comprehension questions, and

Studies related to online listening comprehension

2.1 Statement of the Problem:

2.2 Purpose and Questions of the Study:

2.3 Importance of the Study:

2.4 Definitions of Terms:

3.3 Research Instrument:

First Domain: Challenges Related to Teacher

online listening activities.

more important than listening

Related results are presented in Tables 6 and 7.

were statistically significant ( alpha=0.05). The results are displayed in Table 9:

5.1.2. Discussion Related to the Second Question:

6.3 Recommendations: A set of recommendations based on the results of the study

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