A Comprehensive Analysis Of Listening Errors Made By Undergraduate Students In College A Case Study of Undergraduate Students at Benghazi University, Jalu

Abstract

This study investigates the listening errors and difficulties encountered by undergraduate students of English at Benghazi University, Al-Wahat campus. Listening is widely recognized as one of the most fundamental communication skills, yet it remains one of the most challenging to master for learners of English as a foreign language (EFL). The study aims to identify the common listening problems students face, examine the importance of listening for EFL learners, and explore the underlying reasons behind listening proficiency issues.

The study employs a descriptive research design, using a questionnaire distributed to fifty undergraduate students across various semesters in the English Department. The questionnaire consisted of twenty items designed to uncover patterns and causes of listening errors in classroom settings.

The findings reveal that the majority of students (97%) experience difficulties in listening during lessons, with 50% reporting challenges in understanding their teachers during class. The research identifies several factors contributing to listening comprehension problems, including unfamiliar vocabulary, complex grammatical structures, speaker accents, poor concentration, classroom noise, lack of listening laboratories, and the use of code-switching (Arabic) by some lecturers. Additionally, students struggle to differentiate between words that share similar pronunciation but carry different meanings.

The study concludes that listening proficiency requires deliberate practice and institutional support. Recommendations include establishing listening laboratories, integrating audio-visual materials, training teachers to improve delivery methods, and encouraging students to engage in daily listening activities such as watching videos, listening to news, and practicing note-taking. The research emphasizes that without effective listening skills, learners cannot achieve competence in other English language skills, making listening instruction a critical component of English language teaching in higher education.