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It also explores how teachers respond to these issues and what solution types they propose. A qualitative case study design was used, drawing on semi-structured interviews with ten teachers selected through purposive and criterion sampling. Content analysis was applied, revealing difficulties in understanding listening rules, following courses, comprehending what is listened to, and sustaining motivation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-overview-of-listening-skills-of-secondary-school-students-barriers-and-suggestions/602940/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-overview-of-listening-skills-of-secondary-school-students-barriers-and-suggestions/602940.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What listening problems were identified for secondary school students in the study?","Question",{"text":112,"@type":113},"Students struggled to understand listening rules, follow course content, comprehend what they listened to, and increase their motivation during lessons.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study determine the causes of listening problems?",{"text":117,"@type":113},"Teachers’ perspectives were analyzed using qualitative case study methods, and the causes highlighted included family-related factors, environmental conditions, and insufficient engagement with listening materials and teaching.",{"name":119,"@type":110,"acceptedAnswer":120},"What suggestions does the study propose to resolve listening problems?",{"text":121,"@type":113},"The study points to providing suitable learning environments and materials, improving teachers’ self-development, enabling learning through practice, and strengthening cooperation among family, school, environment, and teachers while addressing gaps in education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602940,1792171609,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","An Overview of Listening Skills of Secondary School Students: Barriers and Suggestions1  \nHatice COŞKUN2  \nVan YüzüncüYıl University  \nMelek UZUNYOL-KÖPRÜ2  \nMinistry of National Education  \nAbstract  \nThis study investigates the listening skills of students at secondary school. In this context, this study focuses on identifying students’ listening problems according to teacher perspectives and examining the causes of these problems. It also aims to find out how teachers address these issues and the types of solutions they propose. In order to meet these objectives, case study with a qualitative research design was conducted. Participants were identified according to the purposive sampling method. Data were collected from ten teachers working at different secondary schools at a variety of levels using a criterion sampling approach. Data were also collected through semi-structured interviews. The qualitative data were analyzed using content analysis. The study’s findings indicated that the secondary school students struggled to understand listening rules, listen to courses, comprehend what they listen to and increase their motivation during lessons. Additionally, the results indicated the causes of the problems, and of the types of suggestions that could be made to resolve them. Seven themes emerged in the study as a result of teachers’ perspectives, consisting of; the family, the environment, readiness, the speaker, the listener, education and listening materials. When the source of the listening problems is examined, the family structure and the lack of emphasis placed on the listening process by families, the lack of appropriate environmental conditions, the inability of students to be drawn to the listening material and the teacher, and the lack of awareness are highlighted. The outcomes of resolving these problems include providing the necessary learning environment and materials for increased listening, improving teacher self-development, creating an environment in which students can learn through doing, cooperating with family, school, environment and teacher and to eliminating the lack of education.  \nKeywords: Listening Skills, Listening Barriers, Suggestions for Listening Problems  \nDOI: 10.29329/epasr.2021.383.3  \n*  \nThis study was produced from master thesis which second writer wrote with the consultation of the first writer 2Assist. Prof., Faculty of Education, Van YüzüncüYıl University, Van, Turkey, ORCID: 0000 0002 0453 8700  \n[Correspondence](Correspondence: haticecoskun2008@hotmail.com)[: haticecoskun2008@hotmail.com](Correspondence: haticecoskun2008@hotmail.com)  \n2 Teacher, Ministry of National Education, Van, Turkey, ORCID:0000 0001 8452 7085 , Email: [melekuzun.1994@hotmail.com](melekuzun.1994@hotmail.com)  \nIntroduction  \nLanguage is important to individuals as it constitutes the primary means of communication and social order in society. It clarifies situations and enables people to maintain interaction in both their personal and professional lives.  \nConsequently, good language education is critical for people to be able to interact with one another in society. In this context, providing adequate language education is a crucial component of the goal of basic education in contemporary countries. The primary goal of language education is to develop “understanding and telling” skills (Özbay, 2013) . And undoubtedly, this development is carried out within the framework of Turkish teaching. This is parallel to Sever’s (1993) argument that the process of teaching Turkish, which begins in primary school and continues throughout the student’s education life, is based on the interaction of four language skills and their direct and indirect relationships. It is expected that these skills will be supported by various implementations in the process (Sever, 1993).In other words, language skills should not be thought of as distinct skills; rather, they should be viewed as complementary skills that advance one another","cbCaisIolnNk1WIa","https://ap.wps.com/l/cbCaisIolnNk1WIa","pdf",308930,24,"English","# Abstract\n# Introduction","[{\"question\":\"What listening problems were identified for secondary school students in the study?\",\"answer\":\"Students struggled to understand listening rules, follow course content, comprehend what they listened to, and increase their motivation during lessons.\"},{\"question\":\"How did the study determine the causes of listening problems?\",\"answer\":\"Teachers’ perspectives were analyzed using qualitative case study methods, and the causes highlighted included family-related factors, environmental conditions, and insufficient engagement with listening materials and teaching.\"},{\"question\":\"What suggestions does the study propose to resolve listening problems?\",\"answer\":\"The study points to providing suitable learning environments and materials, improving teachers’ self-development, enabling learning through practice, and strengthening cooperation among family, school, environment, and teachers while addressing gaps in education.\"}]","An Overview of Listening Skills of Secondary School Students - Barriers and Suggestions | PDF",1792095472]