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In the field of English as a Foreign Language (EFL) education, developing effective listening skills remains a significant challenge for many learners. Traditional approaches to teaching listening comprehension have often relied on in-class activities such as audio playback, exercises, explanations, and pair speaking practice. However, with the advent of technology and the growing emphasis on active learning, there is an increasing interest in blended teaching methods that combine pre-class preparation with interactive in-class activities.
This study aims to investigate the efficacy of a blended teaching approach in improving EFL students' listening performance and strategy use. While previous research has examined various aspects of blended learning in language education (e.g., Moradimokhles & Hwang, 2022; Wang & Zhang, 2022), there is limited empirical evidence on its specific impact on listening skills and strategy development.
The present study compares two instructional approaches: a traditional method and a blended method. The traditional method follows a conventional sequence of in-class listening exercises, comprehension questions, teacher explanations, repetition drills, and pair speaking practice. In contrast, the blended method incorporates pre-class listening tasks, Zuvio quizzes, and related video materials. Class time is then utilized to review students' pre-class Zuvio quiz responses and audio file exercises, as well as to engage in collaborative activities related to the audio content, such as debates, World Café discussions, and role-playing exercises. This research addresses two primary questions:
- 1.
To what extent does a blended teaching approach affect EFL students' listening performance compared to a traditional approach over the course of one semester?
- 2.
How does the use of listening strategies differ between students taught using the blended approach and those taught using the traditional approach?
By examining these questions, this study seeks to contribute to the growing body of literature on effective pedagogical practices in EFL listening instruction. The findings may have important implications for curriculum design, teacher training, and the integration of technology in language classrooms.