B-Learning Model in the Development of the Listening Skill in the English Language

Abstract

Introduction. The present study aimed to analyze the contribution of the B-Learning model to the development of listening comprehension in English among first-semester university students enrolled in the Pedagogy of National and Foreign Languages program at the Universidad Laica Eloy Alfaro de Manabí (ULEAM), Chone campus. Methodology. The research adopted an applied approach with a mixed-methods design, integrating quantitative and qualitative data. Fourteen students from Parallel A participated in the study. Data collection instruments included a listening comprehension pre-test and post-test, a structured observation checklist, and a student perception survey. The B-Learning model was implemented through ten face-to-face sessions complemented by virtual activities using digital platforms, educational applications, and multimedia resources focused on listening skill development. Results. The results showed an improvement in students’ listening performance after the intervention, reflected in an increase in the mean score and a decrease in the standard deviation in the post-test. Discussion. Additionally, greater student participation and a favorable perception of the model were observed, highlighting increased motivation and learner autonomy. Conclusion. In conclusion, the B-Learning model represents a relevant methodological alternative for strengthening listening comprehension in higher education contexts.