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Listening and speaking skills clearly turn into a critical ability for language students as those skills facilitate the fruitful adaptation, particularly on the advancement of education and technology. There have been numerous studies investigating that blended learning supports the enhancement of students’ language skills, especially reading and writing skills. However, few discuss how listening and speaking skills are productively conducted in a blended learning mode. This study aimed to explore the students’ voice on blended learning implementation in the Listening and Speaking for Formal Setting course at one Islamic Private University in Yogyakarta. It also investigated the students’ choice on their class mode preference for other future courses: full face-to-face or the combination of both face-to-face and online modes. Six English Language Education Department (ELED) freshmen who enrolled the course was selectively chosen using snowball sampling technique to participate in this study. Using an indepth interview and observation of the online learning course website, this study indicated that the blended learning model being designed was suitable for the students’ learning needs. Furthermore, the students perceived that blending the face-toface with the online meetings for the listening and speaking course was an effective delivery mode for the following reasons: various learning materials, interactive yet challenging activities, appropriate to the students’ proficiency level, relevant to the course syllabus, flexible, and improved language skills. Regarding which delivery mode the participants prefer, the majority indicated to have a blended learning mode for their other future courses. Keywords—blended learning approach, learning management system, language learning, listening and speaking course

Blended Learning in an English Listening and Speaking Course: Freshmen’s Voice and Choice