en Exploring the Relationship between Listening Strategies Used by Iranian EFL Senior High School Students and Their Listening Comprehension Problems تخصصي Special پژوهشي Research <span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">The present study explored listening strategy use among a group of Iranian EFL <span style="color:black;">senior high school students</span> (N = 60). More specifically, it aimed to identify 1) the strategies used more often by participants, 2) the relationship between listening strategy use and listening comprehension problems. In this study, listening problems included input, context, listener, process, affect, and task problems while the listening strategies comprised of cognitive, meta-cognitive, and socio-affective strategies. To collect the needed data, a questionnaire was distributed among the participants. After collecting the data and analyzing them through SPSS software, the results revealed that &lsquo;input&rsquo; and &lsquo;affect&rsquo; were two main listening comprehension problems the learners suffered from. Results also indicated that the main listening strategy used by learners was meta-cognitive strategy. The relationship between listening problems and strategy used among the learners was statistically significant and negative. Outcomes propose that it is crucial for second language teachers to be aware of the different listening problems so as to enable listeners to utilize the appropriate strategies. </span></span><br> <span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">The present study explored listening strategy use among a group of Iranian EFL <span style="color:black;">senior high school students</span> (N = 60). More specifically, it aimed to identify 1) the strategies used more often by participants, 2) the relationship between listening strategy use and listening comprehension problems. In this study, listening problems included input, context, listener, process, affect, and task problems while the listening strategies comprised of cognitive, meta-cognitive, and socio-affective strategies. To collect the needed data, a questionnaire was distributed among the participants. After collecting the data and analyzing them through SPSS software, the results revealed that &lsquo;input&rsquo; and &lsquo;affect&rsquo; were two main listening comprehension problems the learners suffered from. Results also indicated that the main listening strategy used by learners was meta-cognitive strategy. The relationship between listening problems and strategy used among the learners was statistically significant and negative. Outcomes propose that it is crucial for second language teachers to be aware of the different listening problems so as to enable listeners to utilize the appropriate strategies. </span></span> The present study explored listening strategy use among a group of Iranian EFL senior high school students (N = 60). More specifically, it aimed to identify 1) the strategies used more often by participants, 2) the relationship between listening strategy use and listening comprehension problems. In this study, listening problems included input, context, listener, process, affect, and task problems while the listening strategies comprised of cognitive, meta-cognitive, and socio-affective strategies. To collect the needed data, a questionnaire was distributed among the participants. After collecting the data and analyzing them through SPSS software, the results revealed that &lsquo;input&rsquo; and &lsquo;affect&rsquo; were two main listening comprehension problems the learners suffered from. Results also indicated that the main listening strategy used by learners was meta-cognitive strategy. The relationship between listening problems and strategy used among the learners was statistically significant and negative. Outcomes propose that it is crucial for second language teachers to be aware of the different listening problems so as to enable listeners to utilize the appropriate strategies.<br> <br> &nbsp; listening comprehension problems, listening strategies, cognitive strategies, meta-cognitive strategies, socio-affective strategies Listening Comprehension problems, Listening strategies, Cognitive strategies, Meta-cognitive strategies, Socio-affective strategies, 36 52 http://ijreeonline.com/browse.php?a_code=A-10-148-5&slc_lang=en&sid=1 Ehsan Namaziandost Ehsan Namaziandost e.namazi75@yahoo.com 10031947532846001505 10031947532846001505 Yes Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran Ava Imani Ava Imani 10031947532846001506 10031947532846001506 No PhD in General Linguistics, University of Isfahan, Iran PhD in General Linguistics, University of Isfahan, Iran Sasan Sharafi Sasan Sharafi ssnsharafi@yahoo.com 10031947532846001507 10031947532846001507 No Department of English, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran Reza Banari Banari sheida.rezabanari2010@yahoo.com 10031947532846001508 10031947532846001508 No Department of English, Baghmalek Branch, Islamic Azad University, Baghmalek, Iran