In this study, an attempt was made to explore studentsâ€™ use of listening comprehension strategiesrnin English as a foreign language (EFL) class. To achieve this, descriptive survey design with bothrnquantitative and qualitative nature was employed. Subjects were 39-second year English majorrnstudents of Samara University. Out of these, five students were randomly selected for interview.rnTo collect data, listening comprehension test and listening strategy questionnaire were adaptedrnand administered to 34 students. Semi-structured interview was also held with five students andrnfive purposively selected teachers. The listening test and the listening strategy questionnaire werernanalyzed quantitatively whereas interview items were analyzed qualitatively. The results of thernstudy revealed that participants use meta-cognitive strategies such as writing down the words theyrndo not know after listening and looking up in a dictionary, double-checking again for their answerrnwhile listening, reflecting on their problems after listening. They also use cognitive strategies likerntranslating words or sentences, applying new vocabularies, phrases, or grammar they havernlearned, trying to understand each word, repeating words or phrases softly, forming picturesrnmentally and listening for main ideas first and then for details. However, participants do not oftenrnuse the socio-affective, eight metacognitive and five cognitive strategies. Participants reportedrnthat inattentiveness, noisy classroom setting, lack of awareness of the various listening strategies,rnand lack of motivation are the problems they faced while listening a text. Finally, it was concludedrnthat the participants of this study do not use many listening strategies as intended. This might implyrnthat students are less aware of the various strategies. Based on the findings, recommendationsrnwere made for concerned bodies.