This study aims to examine the listening strategies employed by EFL learners to comprehend spoken English, focusing on the types of strategies used and the challenges learners encounter. Using a qualitative descriptive method, data were collected through interviews with eight senior high school students at SMAN 8 Semarang during the 2024/2025 academic year, employing an interactive model that involves data reduction, data display, and conclusion drawing. The findings reveal that learners employ cognitive, metacognitive, and social-affective strategies, often supported by authentic materials such as songs, movies, and podcasts. These strategies help improve vocabulary, confidence, and overall comprehension, especially when aligned with students’ interests. However, challenges such as fast speech, unfamiliar accents, and limited vocabulary remain common. Despite this, students adapt through repetition, using subtitles, and seeking peer support. The study concludes that the use of interest-based and consistent strategies enhances listening comprehension. It implies that teachers should integrate explicit strategy instruction and authentic materials into learner-centered listening activities. Future research may involve broader contexts to deepen understanding of strategy use across EFL settings.
Keywords: EFL learners, listening skills, listening strategies