An investigation into factors that affect students' listening comprehension: the case of Jimma CTE English major students

The purpose of this study was to describe and explore factors affecting students' listening comprehension. The study assessed both linguistic and non-linguistic factors. It was a descriptive study in which data were obtained through both quantitative and qualitative methods. The participants of the study were first year English major students of Jimma College of Teachers Education (Jimma CTE); 46 students who were taking the course 'listening skills' were selected to take part in the study. Data were collected using closed-ended questionnaire, semi-structured interview, observation and content analysis. The data obtained through the questionnaire were analyzed quantitatively. The data gathered through interview and observation were analyzed both qualitatively and quantitatively.Contentanalysis was analyzed qualitatively. The study identified linguistics related factors such as pronunciation, vocabulary and grammar to have influence on students' listening comprehension. Therefore, it is recommended that the listening teacher and lor material developers are required to select listening texts composed of appropriate level linguistic elements such as pronunciation, vocabulary and grammar. It is also found out that non -linguistics factors in relation to the listener, speaker, listening texts and tasks, listening practice and timing to have impact on the learners' listening comprehension. Thus,the instructor is needed to make aware and encourage students to use listening strategies during their practice of listening and should advise them not to feel worried and to keep on practicing even if they face difficulties in their listening. The instructor should read aloud or present audio tapes having appropriate speedand should not expose students to native accents until they become acquainted enough with the target language pronunciation. The listening instructor and lor material developers are required to select listening texts that are interesting and with appropriate length and conceptual difficulty and arerecommended to designappropriate listening tasks with respect to length and level of difficulty and different types of tasks and pre-listening activities need to be incorporated in the listening materials and finally, the listening instructor is required to provide sufficient opportunities and time for the students to practice their listening comprehension.