B-learning in the development of listening skill in English.

Abstract

In recent years, technological advancement and easy access to digital tools have caused drastic changes in education. These changes have set a path for further new approaches that will enhance both teaching and student engagement. A current approach is Blended Learning (B-Learning) which mixes face-to-face traditional education with available online material making the educational experience more flexible and focused on learners. According to Hrastinski (2019), this approach represents an improvement in the increasing accessibility of electronic resources, the internet, and the enduring need for a human component in the opportunity for growth. In the context of teaching English as a Foreign Language (EFL), developing listening comprehension stands out as one of the most challenging yet crucial skills. As a receptive ability, listening requires learners to process spoken language as it happens, recognize sounds, and derive meaning from context. Although it plays a vital role in overall language acquisition, listening is frequently overlooked in classroom settings. This is often due to a lack of authentic listening materials and limited instructional time devoted specifically to honing this skill. As Vandergrift and Goh (2012) explain, listening is a dynamic and interactive process that involves both bottom-up decoding and top-down inferencing, making it essential to implement teaching strategies that reflect this complexity. To address these difficulties, both educators and scholars have turned their attention to the potential of Blended Learning (B-Learning) to enhance listening comprehension in EFL contexts. By integrating digital resources such as podcasts, videos, and interactive media into traditional instruction, learners are exposed to authentic language use that extends learning beyond the classroom walls. These tools offer opportunities for repeated listening, active participation, and the cultivation of independent study habits, all of which contribute to more effective skill development. According to Graham (2006), blended learning not only improves access to language input but also supports learner autonomy and sustained motivation factors that are crucial in the development of listening competence.