Exploring Linguistic and Non-Linguistic Challenges in EFL Students’ Listening Comprehension: Evidence from an Indonesian Junior High School

Abstract

Listening comprehension is a fundamental component of English language learning that enables students to understand spoken communication and develop effective language proficiency. However, English as a Foreign Language (EFL) learners frequently encounter various linguistic and non-linguistic challenges that hinder their ability to comprehend spoken English. This study aims to investigate the linguistic and non-linguistic difficulties experienced by EFL students in listening comprehension and identify the factors contributing to these challenges at UPT SMP Negeri 4 Panca Rijang, Sidenreng Rappang, South Sulawesi, Indonesia. The study adopts a descriptive quantitative research design using a survey approach. Data are proposed to be collected through a structured questionnaire adapted from established listening comprehension frameworks, focusing on linguistic factors, including limited vocabulary, unfamiliar pronunciation, grammatical complexity, speech rate, and difficulties recognizing spoken words, as well as non-linguistic factors, such as concentration, motivation, anxiety, learning environment, audio quality, and limited exposure to authentic English listening materials. The collected data will be analyzed using descriptive statistics, including frequencies, percentages, and mean scores, to determine the prevalence and relative significance of each listening comprehension challenge. The study is expected to provide a comprehensive understanding of the difficulties encountered by junior high school EFL learners and identify the most prominent factors influencing their listening comprehension. Furthermore, the findings are anticipated to offer practical implications for English teachers in designing more effective listening activities, integrating appropriate digital learning resources, and implementing instructional strategies that address students' linguistic and psychological needs. This research is expected to contribute to the development of more inclusive, engaging, and contextually relevant listening instruction in Indonesian secondary education