Blended Teaching of EFL Listening and Speaking in Junior Secondary School

DOI

10.2991/978-2-38476-245-3_3How to use a DOI?

Keywords

Blended Learning; Listening; Speaking

Abstract

Listening and speaking skills are critical abilities as they facilitate the learning of English as a Foreign Language (EFL), especially due to technological development. Investigating the use of blended learning in teaching supports the enhancement of students’ language skills, especially in listening and speaking, which is crucial in today’s era. However, in reality, teaching these two skills together can be more productive. This paper aims to integrate blended learning in teaching listening and speaking skills. This research utilized literature review as a research method. ICT-based blended learning approaches are utilized for teaching listening and speaking. Based on this summary, it can be concluded that the technology can be used in the integrating technology into blended learning for teaching listening and speaking can be effective, depending on the student’s needs. Therefore, integrating blended learning into teaching listening and speaking processes can be more effective and can positively impact students’ achievement.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Rezkilaturahmi
AU  - Suwarsih Madya
AU  - Anita Triastuti
PY  - 2024
DA  - 2024/05/20
TI  - Blended Teaching of EFL Listening and Speaking in Junior Secondary School
BT  - Proceedings of the International Conference on Current Issues in Education (ICCIE 2023)
PB  - Atlantis Press
SP  - 13
EP  - 19
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-245-3_3
DO  - 10.2991/978-2-38476-245-3_3
ID  - 2024
ER  -