College students need strong oral comprehension skills for access to oral content inrntheir academic classes. The researcher's increasing involvement with the students atrnWro. Siheen College of Business and Management revealed their overall difficulty mrncomprehending and recalling information from oral content lectures. In this study,rnproblems students encounter in listening to lectures and note-taking was examined.rnThe required data for the study were collected using content analysis, questionnairesrnand interviews. The content of all the fourteen listening section of the course booksrnwere analyzed using a checklist. Seven English language instructors and seventy-onernstudents of the college responded the items of the questionnaires fully. Among thernseven instructors, three of them were willing to be interviewed and put forward somernadditional information regarding the content of the listening texts, teaching strategiesrnand the problems they observed in their students when they presented listeningrncomprehension lessons.rnThen, using frequency percentages, descriptive analysis was employed to analyze thernresponses given to each item in the questionnaire, and the findings of the interviewrnwas analyzed qualitatively. The _ analysis revealed that the students partly usedrnineffective strategies in listening comprehension. Besides, they had considerablernproblems in comprehending lectures and note-taking. Although the listening texts lackrndistinctive features of spoken language, most of them are intended to help studentsrnpractice note-taking skills.rnFinally, it has been recommended that training should be given to students in skillrnareas such as listening comprehension strategies, for example, paying attention tornoverall message rather than listening to every single word to come to betterrnunderstanding to the text. Moreover, instructors need to ensure that they speak at arnnormal speech rate in order to enhance effective listening comprehension in students.rnLikewise, instructors should be trained to insert many more overt discourse markersrnthat highlight the overall structure of their lectures.