This study has been conducted with eighty undergraduate EFL students at Qassim University, over a period of six weeks, with forty students each in control and experimental groups. The results from the mixed-method analysis show that the experimental group achieved higher scores in listening skills and general comprehension than the control group. There were, also, four listening difficulties experienced by students namely, lack of time to learn, lack of facilities, lack of mastery of vocabulary, and difficulty with the phonics of English. Communication problems stem not just from widely held misconceptions (such as, that listening skills need no training) but also, from the paucity of institutional training in these skills, particularly in the larger context of Saudi EFL classrooms. To facilitate a more wholesome learning experience for the EFL students, language teachers and course designers need to consider these four listening barriers and adopt feasible methods to overcome them. This can be achieved by training teachers to endorse action research by which they can analyze the problems that students encounter and apply effective teaching implications to overcome them.