<![CDATA[Listening comprehension is a crucial yet challenging skill for learners of English as a Foreign Language, particularly in contexts with limited exposure to authentic spoken input. This study aims to explore students’ perceptions of difficulties in English listening comprehension among twelfth-grade students at Al-Multazam Senior High School Mojokerto. Employing a qualitative case study design, the research involved questionnaires, semi-structured interviews, and classroom observations to obtain in-depth data on students’ listening experiences. The participants were selected purposively to ensure relevance to the research focus. The findings reveal that students perceive listening as the most difficult language skill compared to reading, writing, and speaking. Their difficulties are multidimensional, encompassing linguistic factors such as limited vocabulary, unfamiliar pronunciation, fast speech rate, and accent variation; cognitive factors including limited concentration and lack of listening strategies; affective factors such as anxiety and low self-confidence; and contextual factors related to instructional practices and learning conditions. These challenges often interact and intensify one another, resulting in persistent comprehension problems. The study concludes that effective listening instruction should address not only linguistic competence but also cognitive strategies, affective support, and contextual learning conditions to enhance students’ listening comprehension development]]>
