Blended Learning in EFL Listening Class: A Case From Indonesia

Ditra Purna Masyitah, Abdul Asib, Teguh Sarosa

Abstract

Blended learning emerged as an answer to combine the benefits of online learning and face-to-face classrooms. Rigorous standards remain elusive in blended learning nevertheless, particularly in terms of integration strategies. This study investigated the real implementation of blended learning in English listening class. Using Neumeier's design parameters as a lens of perspective, this study was conducted using qualitative approach. Six students and one lecturer were invited to generate narratives about the learning situation in their class. The data were analyzed using Miles and Hubberman model, which includes: 1) data collection; 2) data collection; and 3) data display. The findings revealed that face-to-face meetings were opted as the main learning mode, while e-learning mode was employed for supplemental activities. The ratio was 75% face-to-face meetings and 25% online learning. The blended course still left some rooms for improvement. Although the lecturer had perceived strong background knowledge of blended learning design, the principles were not intensively implemented in the course. The obstacles found included the students' low self awareness, network connection troubles, and plagiarism issue. Future research is recommended on assessment principles in blended course, particularly in foreign language teaching.

 

Keywords

Blended learning; e-learning, listening; ICT based learning

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References

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DOI: https://doi.org/10.20961/eed.v6i2.35946

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