View of The challenges that basic stage EFL students face in online listening comprehension from their teachers' perspectives in Jordan

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Technium

42/2023

2023 A new decade for social changes

Social Sciences

Technium.

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The challenges that basic stage EFL students face in online listening comprehension from their teachers' perspectives in Jordan

Rawan Yousef

[email protected]

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, Technium Social Sciences Journal

Vol. 42, 15-35, April, 2023 ISSN: 2668-7798 www.techniumscience.com

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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,

Technium Social Sciences Journal Vol. 42, 15-35, April, 2023 ISSN: 2668-7798 www.techniumscience.com

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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 Technium Social Sciences Journal

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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 Technium Social Sciences Journal

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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 Technium Social Sciences Journal

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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 Category No Variables

27 1- 3 years

Experience

35 4-9 years

99 10 and more

78 Males

Gender

83 Females

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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.

Degree Std, deviation

Mean Domain

Rank No.

High .407

3.14 Student

2 1

Moderate .448

2.95 Textbook/

tasks 3

2

Moderate .388

2.89 Teacher

1 3

Moderate .332

2.98 Total

*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.

Level Std.

deviation Mean

Item No.

Rank

High 0.607

3.19 Lack of effective training of EFL teachers on designing online listening tasks

7 1

High 0.561

3.15 Teachers have limited online resources to use in the instruction of listening comprehension

18 2

High 0.575

3.03 Lack of access to well-planned teachers' resources

9 3

High 0.642

3.02 Teachers lack digital competence to design online listening tasks.

4 4

Moderate 0.685

2.99 Teachers don’t have enough training to integrate digital content into their instruction.

19 5

Moderate 0.582

2.96 Teachers think that pre-listening activities are hard to be executed via online teaching.

6. 8

Moderate 0.603

2.93 Teachers don't pay attention to differentiated online listening tasks.

16 7.

Moderate 0.694

2.93 Teachers don't teach listening sub-

skills while teaching online.

17 8.

Moderate 0.733

2.92 Teachers lack teaching listening strategies while teaching lessons online.

3 9.

Moderate 0.774

2.92 Teachers find difficulty to offer students chances to expand their vocabularies in online learning .

12 10.

Moderate 0.642

2.89 Teachers don't track the process of listening in online learning .

10 11.

Moderate 0.700

2.89 Lack of arousing students’ interest and curiosity in online listening activities . 6

12.

Moderate 0.663

2.87 Teachers rarely conduct systematic assessment during online listening comprehension.

13 13.

Moderate 0.690

2.87 Teachers are unable to implement communicative online listening tasks.

15 14.

Moderate 0.601

2.86 Teachers don't conduct integrated listening tasks while teaching online . 15. 14

Moderate 0.771

2.83 Teachers rarely check for understanding in online learning .

5 16.

Moderate 0.644

2.81 Teachers rarely apply contextualized 11

17.

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online listening activities .

Moderate 0.648

2.68 Achieving effective a three-stage listening through online learning is time consuming.

2 18.

Moderate 0.927

2.22 Teachers believe that listening is less important than other skills such as reading.

1 19.

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.

Level Std.

Item No.

Rank

High 0.595

3.40 Students depend on their parents to accomplish given online listening tasks.

22 1.

High .605

3.23 Students don’t get enough exposure to authentic language learning to help them improve their listening skills .

24 2

High .643

3.20 Students lack the technical devices necessary for online listening

28 3.

High 0.664

3.17 Students lack listening sub-skills

25

4. Students' assume that listening is difficult 3.16 0.655 High to be learned during online learning

20 5.

High 0.604

3.15 Lack of reliable Internet connection hinders students' participation in online listening tasks

29 6.

High 0.669

3.12 Students lack the mastery of listening comprehension skills such as top-down / bottom-up strategies

26 7

High 0.636

3.12 Students' low self-efficacy impacts their listening skills

27 8.

High 0.606

3.12 Students with online listening anxiety will find it difficult to follow stretches of speech 30

9.

High 0.823

3.09 Students consider reading and grammar 21

10.

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more important than listening

Moderate 0.737

2.99 Students are over-loaded with online assignments

23 11.

Moderate 0.631

2.94 Students are afforded less time than needed to accomplish the listening task

31 12.

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.

Level Std.

Item No.

Rank

High 0.643

3.07 The planned online material concentrates on reading and grammar components at the expense of the listening skill

36 1.

High 0.754

3.01 The unavailability of video-based material

32 2.

Moderate 0.617

2.97 The book's online listening tasks lack sufficient variation

33 3.

Moderate 0.657

2.93 Available listening tasks do not follow pre-listening, while-listening, and after-listening pattern

34 4.

Moderate 0.659

2.78 The online listening comprehension tasks are not authentic

5. 35

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.

Std. Deviation N

Mean Group

Domain Variable

0.367 27

2.97 1-3 Years

Teacher Years of Experience

0.421 38

2.87 4-9 Years

0.381 96

2.87 10 and more

0.388 161

2.89 Total

0.270 27

3.11 1-3 Years

Students 4-9 Years 3.18 38 0.412 0.438 96

3.13 10 and more

0.407 161

3.14 Total

0.323 27

3.01 1-3 Years

Textbook/Tasks 4-9 Years 3.03 38 0.393 0.494 96

2.96 10 and more

0.448 161

2.95 Total

Table (7): Means and Standard Deviations of Students' Challenges due to Gender Std. Deviation N

Mean Group

Domain Variable

0.354 78

2.92 Males

Teacher

Gender Females 2.85 83 0.416

0.388 161

2.89 Total

0.450 83

3.14 Females

0.407 161

3.14 Total

0.388 78

2.94 Males

Textbook/Task Females 2.95 83 0.501 0.448 161

2.95 Total

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.

Sig.

F Value

Effect

0.364 1.097^b

0.959 Wilks' Lambda

Years of Experience

0.492 .806^b

0.016 Hotelling's

Trace Gender

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)

Partial Eta Squared Sig.

Mean F Square df

Type III Sum of Squares Domain

Source

0.009 0.502

0.691 0.104

2 0.209 First (Teacher Related

Variables) Years

Of Experience

0.004 0.708

0.346 0.058

2 0.117 Second (Student Related

Variables)

0.019 0.224

1.510 0.304

2 0.608 Third(Textbook/

Tasks Related Variables)

0.008 0.270

1.227 0.185

1 0.185 First (Teacher Related

Variables) Gender

0.000 0.851

0.035 0.006

1 0.006 Second (Student

Related Variables)

0.000 0.785

0.074 0.015

1 0.015 Third (Textbook/

0.151 157

23.712 First (Teacher Related

Variables) Error

0.168 157

26.428 Second (Student

Related Variables)

0.201 157

31.621 Third (Textbook/

160 24.118

First (Teacher Related

Variables) Correlated

Total

160 26.551

Second (Student Related

Variables)

160 32.242

Third (Textbook/

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 Technium Social Sciences Journal

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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 Technium Social Sciences Journal

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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 Technium Social Sciences Journal

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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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