Speaker
Description
This study aims to investigate the effectiveness of using Blended learning to improve non-majored students’ listening skills. The technique was applied in an experimental group of 35 students while a controlled group of 41 students was taught without it. A pre-test and a post-test were distributed at the beginning and at the end of the semester to measure all the students listening performance. A questionaire was also used to investigate students’ perceptions toward using Blended Learning in listening class. The findings revealed that the students in experimental group performed better than those in the controlled group. The answers also showed that most of the students in the experimental group have positive attitude toward Blended Learning and more motivated to the listening activities. Based on the findings, some implications were also made for better teaching listening skills to EFL students.
