Why Are Students Failing Listening? Investigating Reasons for the Low Performance of Omani General Foundation Program Students in English Listening Exams.
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| Title: | Why Are Students Failing Listening? Investigating Reasons for the Low Performance of Omani General Foundation Program Students in English Listening Exams. |
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| Authors: | Al-Rashdi, Fakhriya H.1 |
| Source: | Journal of Language Teaching & Research. May2026, Vol. 17 Issue 3, p767-777. 11p. |
| Subject Terms: | *Listening comprehension, *Listening skills, *Academic achievement, *Language ability testing, *Educators, *Teaching methods, *Academic programs |
| Geographic Terms: | Oman |
| Abstract: | This research paper investigates the reasons behind the low performance of students in the listening component of English examinations within the General Foundation Program (GFP) at an Omani public university. Recognizing a consistent trend of weak listening outcomes across levels and branches, the study aims to identify the exam sections and question types that pose the greatest challenges to learners. Using data from the university's largest branch, the study employs Microsoft Office Excel for performance analysis and item analysis to determine the most problematic questions. The listening examinations, which are standardized across all branches, are designed to align with students' proficiency levels and include multiple-choice, true or false, short-answer, and note-completion tasks. The findings indicate that students experience particular difficulty with cloze and note-completion tasks due to the demands of precise listening, linguistic decoding, and accurate spelling or transcription of words and numbers. The study also highlights inherent challenges of listening comprehension, including real-time processing, exposure to varied accents, differences in speech rate, and the difficulty of converting auditory input into written responses. These findings are relevant not only to the context examined in this study but also to other educational settings where listening skills are taught and assessed. The study underscores the need for targeted pedagogical interventions to improve listening proficiency and assessment performance, thereby supporting students' overall English competence and academic success in programs where English is the medium of instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193700215 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Why Are Students Failing Listening? Investigating Reasons for the Low Performance of Omani General Foundation Program Students in English Listening Exams. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Al-Rashdi%2C+Fakhriya+H%2E%22">Al-Rashdi, Fakhriya H.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Language+Teaching+%26+Research%22">Journal of Language Teaching & Research</searchLink>. May2026, Vol. 17 Issue 3, p767-777. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Listening+comprehension%22">Listening comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening+skills%22">Listening skills</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability+testing%22">Language ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+programs%22">Academic programs</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Oman%22">Oman</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This research paper investigates the reasons behind the low performance of students in the listening component of English examinations within the General Foundation Program (GFP) at an Omani public university. Recognizing a consistent trend of weak listening outcomes across levels and branches, the study aims to identify the exam sections and question types that pose the greatest challenges to learners. Using data from the university's largest branch, the study employs Microsoft Office Excel for performance analysis and item analysis to determine the most problematic questions. The listening examinations, which are standardized across all branches, are designed to align with students' proficiency levels and include multiple-choice, true or false, short-answer, and note-completion tasks. The findings indicate that students experience particular difficulty with cloze and note-completion tasks due to the demands of precise listening, linguistic decoding, and accurate spelling or transcription of words and numbers. The study also highlights inherent challenges of listening comprehension, including real-time processing, exposure to varied accents, differences in speech rate, and the difficulty of converting auditory input into written responses. These findings are relevant not only to the context examined in this study but also to other educational settings where listening skills are taught and assessed. The study underscores the need for targeted pedagogical interventions to improve listening proficiency and assessment performance, thereby supporting students' overall English competence and academic success in programs where English is the medium of instruction. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193700215 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/jltr.1703.02 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 767 Subjects: – SubjectFull: Listening comprehension Type: general – SubjectFull: Listening skills Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Language ability testing Type: general – SubjectFull: Educators Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Academic programs Type: general – SubjectFull: Oman Type: general Titles: – TitleFull: Why Are Students Failing Listening? Investigating Reasons for the Low Performance of Omani General Foundation Program Students in English Listening Exams. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Al-Rashdi, Fakhriya H. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17984769 Numbering: – Type: volume Value: 17 – Type: issue Value: 3 Titles: – TitleFull: Journal of Language Teaching & Research Type: main |
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