In a country where English is learned as a foreign language, EFL learners are less exposed to listening materials. Listening lags behind other skills though listening skills are also of crucial importance in language acquisition. Low level learners of the EFL have problems in listening comprehension and listening seems the most demanding skills. Most educators test listening and consider it as a product without regarding the processes and skills through which listening takes place. Unfortunately, teachers, especially in EFL contexts, often are not aware about the process of listening and learners’ problems in listening comprehension. As a result, the common practice in the class is that teachers and educators focus on the outcome of the listening rather than listening itself i.e. the process of listening (Rezaei & Hashim, 2013).
Goh (2000) reported that listeners complained about the problems such as “quickly forget what is heard”, “unable to term a mental representation from words heard”, and “do not understand subsequent parts of input because of earlier problem”