B-learning in the development of listening skill in English
Keywords:
B-learning, listening comprehension skills, EnglishAbstract
Introduction: This study investigates the implementation of B-learning (blended learning) in the development of English listening comprehension skills in fifth-semester students of the PINE program at the Universidad Laica “Eloy Alfaro de Manabí”, Chone Extension. Materials and methods: Using a mixed-approach methodological design, standardized tests (EF SET), observation lists, and teacher interviews were applied. Results: The results revealed that 77% of students are at the basic levels A1 and A2 of the Common European Framework of Reference (CEFR), while only 10% reached level B2, evidencing a significant gap with respect to the expected level. Discussion: Teachers recognized the usefulness of B-learning to expand language exposure through platforms such as Pearson, Moodle, Duolingo, and Edpuzzle, although limited implementation and little variety of digital resources beyond the textbook were observed. Conclusions: It is concluded that B-learning represents a necessary alternative for enhancing listening comprehension, provided that authentic resources, immediate feedback, and diverse strategies that foster student autonomy and active participation are effectively integrated.
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