Understanding the Complex Realities of L2 Listening: Perceived Problems and Strategy Use across EFL Learner Groups

This study investigates the perceptions of English listening problems and strategies among four groups of Vietnamese learners of English as a foreign language (EFL): the English-major undergraduates (n=30), adult English-major learners (n=30), beginner non-English majors (n=70), and IELTS-oriented non-English learners (n=60). The study is grounded in the Complex Dynamic Systems Theory, which suggests that listening problems and strategies in second language (L2) are the products of emergent and dynamic listening processes. Data was obtained via an open-ended questionnaire administered online in a supervised setting. Responses were analyzed by inductive thematic analysis with representative excerpts, frequency counts, and Chi-square tests to examine cross-group differences. Findings reveal both shared and group-specific patterns of L2 listening difficulties and strategy use. While limited knowledge on vocabulary emerged across groups, each cohort showed distinctive challenges: beginners reported the greatest bottom-up decoding burden; English majors were concerned with fast speech; IELTS-oriented learners highlighted insufficient exposure and concentration; and adults displayed a more mixed profile. The strategies used across learners emphasized repeated exposure and lexical development. However, beginners frequently reported limited strategic awareness; English majors tended to rely on selective approaches; IELTS learners used more task-regulated techniques; and adult learners employed affective regulation. The overall findings support a dynamic, experience-dependent account of L2 listening development.