Damtew, Abebe (PhD)Tibebu Tegegne, Mesele2021-11-242023-12-052021-11-242023-12-052021-06http://etd.aau.edu.et/handle/123456789/28921In this study, an attempt was made to explore students’ use of listening comprehension strategies in English as a foreign language (EFL) class. To achieve this, descriptive survey design with both quantitative and qualitative nature was employed. Subjects were 39-second year English major students of Samara University. Out of these, five students were randomly selected for interview. To collect data, listening comprehension test and listening strategy questionnaire were adapted and administered to 34 students. Semi-structured interview was also held with five students and five purposively selected teachers. The listening test and the listening strategy questionnaire were analyzed quantitatively whereas interview items were analyzed qualitatively. The results of the study revealed that participants use meta-cognitive strategies such as writing down the words they do not know after listening and looking up in a dictionary, double-checking again for their answer while listening, reflecting on their problems after listening. They also use cognitive strategies like translating words or sentences, applying new vocabularies, phrases, or grammar they have learned, trying to understand each word, repeating words or phrases softly, forming pictures mentally and listening for main ideas first and then for details. However, participants do not often use the socio-affective, eight metacognitive and five cognitive strategies. Participants reported that inattentiveness, noisy classroom setting, lack of awareness of the various listening strategies, and lack of motivation are the problems they faced while listening a text. Finally, it was concluded that the participants of this study do not use many listening strategies as intended. This might imply that students are less aware of the various strategies. Based on the findings, recommendations were made for concerned bodies.en-USIn this study, an attempt was made to explore students’ use of listening comprehension strategies in English as a foreign language (EFL) classThesis