B-Learning methodology in the listening skill

Abstract

Listening skill is one of the most difficult skill to practice and master. There are several problems that does not allow the correct practice of listening skill. The most evident problem is the application of traditional methodologies that does not provide enough tools, materials and resources to practice listening skill. The following study aimed to investigate the impact of B-learning methodology in the listening skill in students of first semester (A2 level) of the Pedagogía de los Idiomas Nacionales y Extranjeros program. The study had a qualitative and quantitative approach and a quasi-experimental modality. The participants of the study were 35 students to whom a pre-test, post-test taken from Cambridge, and a survey were applied. The participants were divided into two groups 17 students belonged to the control group and 18 students belonged to the experimental group. To identify the students’ listening level, the control and the experimental group took the listening pre-test. After that, it was conducted 4 sessions to the experimental group, where students use different technological tools to carry out activities addressed to develop listening subskills. Finally, the control, and the experimental group took the post-test to compare results and to identify the improvement or not between two groups after the experiment. The results obtained from the listening tests were analyzed using the T-students statistic test. In addition, it was applied a survey to the two groups to stablish the conclusions. Furthermore, it was used some data from a project entitled “Development of Web 3.0 tools for Education as a support for collaborative Learning”. The results showed that technological tools improved the development of listening skill.