The questionnaire survey was designed using the data gathered from the semistructured
interviews. The survey results show that practice frequency has a
significant effect on students’ perception o f overall listening difficulty; the more often
the practice, the less often listening problems are perceived. Slightly more than one
third o f respondents have almost no listening practice in English outside class. L2
proficiency impacts significantly on students’ perceptions of processing problems
such as those caused by unfamiliar topics and vocabulary, and failure in sound
segmentation and word recognition. In their self-assessment of word recognition, low