Exploring the development of the listening skill through blended learning among English Language teacher trainees in National Teacher Colleges in Uganda

Abstract

Understanding listening is, a majorly combined skill that plays an active role in language learning and strengthening other language skills. Beyond being viewed as a hearing activity limited to ‘sound-word’ processing and learning of language from oral utterances, the skill must be continuously and changeably trained following the times. This study therefore undertook to find out whether blended learning can support, develop, enhance delivery and better assessment of multimodal listening within English language classes of teacher trainees. This study looked at three objectives; to find out the perceptions of participants towards blended learning in their listening classes, to analyse the role of blended learning in the development of listening skill learning resources, and to examine ways in which blended learning aids the listening skill assessment and evaluation of teacher trainees. The study used a purely qualitative descriptive single case study design. The study focused on only one national teachers’ college which was purposively selected. The study participants were 19; 4 teacher trainers, 8 teacher trainees, and 1 focus group discussion which had 7 participants. Observation of classroom lessons, semi- structured interviews of teacher trainers and teacher trainees, Focus Group Discussions of teacher trainees, and Document analysis were the major data collection methods used. Data was analyzed through thematic analysis. Data findings revealed that several listening blended modes and resources that were used to teach listening like face-to-face and audiovisuals, were greatly effective when used as they increased the teacher trainees listening responses and engagement. Meanwhile, challenges related to connectivity, technological barriers, exposure, and inadequate resources were also identified. In conclusion, the evidenced blended learning enhanced the listening skill development among the teacher trainees and trainers. The study recommended a multimodal form of assessment of the listening skill, allocation of more time and resources to the development of the listening skill, and a clear criterion to be established for developing and selecting listening materials.