VOLUME 05 ISSUE 07 July 2026
Chernet Zerga
Wolkite University
DOI : https://doi.org/10.58806/ijsshmr.2026.v5i7n16Google Scholar Download Pdf
ABSTRACT
The purpose of this study was to assess the factors affecting first-year English Language and Literature students' motivation towards developing listening skills at Wolkite University. Since listening is a fundamental language skill that supports effective communication and academic success, identifying the challenges that hinder students' motivation is essential for improving English language instruction. A descriptive research design was employed to investigate the problem. Data were collected from first-year English Language and Literature students and their listening course instructor using questionnaires and structured interviews. The quantitative data obtained from the questionnaires were analyzed using frequencies and percentages, while the qualitative data from the interviews were analyzed thematically. The findings revealed that students' motivation and performance in listening were influenced by several interrelated factors. The major challenges identified included limited interest in listening activities, difficulties in understanding speakers' pronunciation, inadequate vocabulary knowledge, insufficient opportunities for listening practice, and poor background knowledge related to listening comprehension. The study also indicated that inadequate instructional resources and limited exposure to authentic English listening materials further constrained students' development of listening skills. Based on these findings, the study recommends that English language instructors employ more engaging and learner-centered listening activities, provide regular opportunities for authentic listening practice, and explicitly teach listening strategies and vocabulary. Furthermore, the university should improve the availability of language-learning resources, including audio-visual materials and language laboratory facilities, to enhance students' listening competence and motivation. Addressing these challenges is expected to improve students' academic achievement, communicative competence, and overall English language proficiency.
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Cite this Article:Zerga C. (2026). Assessing Factors Affecting Students’ Motivation Towards Listening Skill: The Case of First-Year English Language and Literature Students at Wolkite University. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(7), 1969-1980. https://doi.org/10.58806/ijsshmr.2026.v5i7n16