Present study examines pedagogically the effect of blended learning activities to augment listening and speaking at tertiary level. Teachers provided content online that allowed measuring the students' engagement, satisfaction, teacher's role, and content and examination. Using the tools online on Blackboard®, discussion on forums and listening activities, the teacher provided the blended learning activities. The three-step strategy (3SS) framework was adopted for language learning.It provided students strategies that generated, supported and manipulated the blended learning activities for learning in the face to face sessions. The study investigates how blended learning activities motivate the engagement of students, their satisfaction, the role of the teacher, content and assessment from the students' point of view. The study uses a population of 38 students from two sections of a listening and speaking class (control G1 n = 20 and blended G2 n = 18), a placement test, examination results and responses from a questionnaire as instruments for examining the effect of blended learning activities on the students' engagement, satisfaction, teacher's role, content and examination. The results using descriptive statistics demonstrate positive effects of using blended learning activities in supporting the improvement of students' learning on listening and speaking at elementary level.e. In brief, using the evidence from the study reveals that exposing foundation year students to blended learning activities have positive effects on students' engagement, satisfaction, teacher's role, content and examination when learning English. The paper situated itself in the discussion of providing enriched language learning content online for supporting and measuring learning through the objective measurement of the content from the opinion of the students.

Present study examines pedagogically the effect of blended learning activities to augment listening and speaking at tertiary level. Teachers provided content online that allowed measuring the students' engagement, satisfaction, teacher's role, and content and examination. Using the tools online on Blackboard®, discussion on forums and listening activities, the teacher provided the blended learning activities. The three-step strategy (3SS) framework was adopted for language learning.It provided students strategies that generated, supported and manipulated the blended learning activities for learning in the face to face sessions. The study investigates how blended learning activities motivate the engagement of students, their satisfaction, the role of the teacher, content and assessment from the students' point of view. The study uses a population of 38 students from two sections of a listening and speaking class (control G1 n = 20 and blended G2 n = 18), a placement test, examination results and responses from a questionnaire as instruments for examining the effect of blended learning activities on the students' engagement, satisfaction, teacher's role, content and examination. The results using descriptive statistics demonstrate positive effects of using blended learning activities in supporting the improvement of students' learning on listening and speaking at elementary level.e. In brief, using the evidence from the study reveals that exposing foundation year students to blended learning activities have positive effects on students' engagement, satisfaction, teacher's role, content and examination when learning English. The paper situated itself in the discussion of providing enriched language learning content online for supporting and measuring learning through the objective measurement of the content from the opinion of the students.

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The current study is the first of a two-part action research study to support student's communication using WhatsApp™ at a Foundation Year language program in Saudi Arabia. The study focused on unearthing the assumptions behind the support using factual knowledge gathered from 24 female students. Using a questionnaire that included ten closed-ended questions and a focus on three open-ended questions, the data indicated that the students found the MALL environment and the content agreed with supporting their learning. Some students opined their challenges of remaining in the environment. Others found learning in the MALL environment helpful and improved their reading and writing. Taking an action research approach allowed the two teacher-researchers to unearth the paradigmatic purpose behind supporting students in the MALL environment. The current research falls within the scope of surfacing and linking MALL action with MALL practice, contributing to the active bridging of the paradigmatic purpose of sharing content with students outside their classes in a MALL environment.