FACTORS THAT CONTRIBUTE TO THE PROBLEMS EFL ...

confidence. The listening materials which are selected for the teaching of EFL
listening should be compatible with the learners actual language competence
rather than the level they are currently found. To this end, teachers should
select listening tasks that require reasonably less complex activities.
Furthermore, the tasks should be success-oriented and should focus on
training not on “testing” listening comprehension.
7. Since our purpose of teaching listening is to improve the learners listening
skills, instructors should concentrate on aural comprehension itself, and it is
best to base the task on exercises that demand predominantly listening and
understanding (rather than reading, speaking and writing). For the success of
these intentions therefore, listening tasks should include exercises that require
quick simple responses.
8. In the context where this research is conducted, it has been found that a two-
hour time allocation per week is not sufficient. Since listening is the foundation
of language learning, it should have a prominent place in the teaching
schedule. To get more opportunity to practice,
8.1 Students need to make the most effective use of the teaching facilities at
the institution (i.e., the language laboratory, the ELIP center and the
satellite TV broadcast available in the campus) to practice listening skills
in their spare time.
8.2 Teachers need to assign students to outside-class listening tasks
(assignments). For example, when students watch films or listen to news
in English, they may be asked to share what they have heard.
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