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<p>This study explores the factors influencing listening skills proficiency among English language learners at the Institute of Modern Languages (IML), SIMAD University. It investigates the specific challenges learners face in developing listening skills, the impact of cultural and linguistic backgrounds on listening comprehension, and the effectiveness of current teaching methods and materials in developing listening skills. The study employed a cross-sectional research design in a quantitative approach. Adopting probability random sampling, data were collected from 348 participants using structured questionnaires. The data were analyzed using Structural Equation Modeling (SEM) with the SEMinR program to test three hypotheses concerning the influence of Linguistic Diversity Plays (LDP), Cultural and Linguistic Backgrounds (CLB), and Current Teaching Methods (CTM) on Listening Skills Proficiency (LSP). The results confirmed that all three variables have a statistically significant and positive influence on Listening Skills Proficiency (LSP). The findings revealed that LDP had the strongest effect, followed by CTM and CLB. The study recommends adopting inclusive, culturally responsive teaching strategies and regularly assessing instructional methods to improve listening skills in multilingual settings.</p>

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Exploring the factors influencing listening skills proficiency: a quantitative study of English language learners at IML, SIMAD University, Somalia

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月29日

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  • Ahmed Abdullahi Mohamud,
  • Ahmed Absuge Gabow,
  • Abdirahman Ibrahim Abdi

摘要

This study explores the factors influencing listening skills proficiency among English language learners at the Institute of Modern Languages (IML), SIMAD University. It investigates the specific challenges learners face in developing listening skills, the impact of cultural and linguistic backgrounds on listening comprehension, and the effectiveness of current teaching methods and materials in developing listening skills. The study employed a cross-sectional research design in a quantitative approach. Adopting probability random sampling, data were collected from 348 participants using structured questionnaires. The data were analyzed using Structural Equation Modeling (SEM) with the SEMinR program to test three hypotheses concerning the influence of Linguistic Diversity Plays (LDP), Cultural and Linguistic Backgrounds (CLB), and Current Teaching Methods (CTM) on Listening Skills Proficiency (LSP). The results confirmed that all three variables have a statistically significant and positive influence on Listening Skills Proficiency (LSP). The findings revealed that LDP had the strongest effect, followed by CTM and CLB. The study recommends adopting inclusive, culturally responsive teaching strategies and regularly assessing instructional methods to improve listening skills in multilingual settings.