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Abstract
The purpose of the present study was to examine the effectiveness of using a suggested teaching strategy based on blended Learning in developing listening comprehension and speaking skills of third year English majors at the Faculty of Education The participants were 50 students in English major in faculty of Education Beni - Sweif University. This present study followed a quasi-experimental research design. Having two groups chosen randomly, they were categorized into: an experimental group and a control group: the experimental group was taught through blended learning and the control group was taught through the regular method. The instruments were used: A checklist of listening and speaking skills which are required for the third year English majors. Pre-posttests: to measure the participants{u2019} listening skills and speaking skills. The rubric was to measure listening and speaking skills. The design of the blended learning course was divided into; 40% of time Blended learning mode and 60% of time in the face-to-face mode. The major results indicated that 2There are statistical significant difference in the listening and speaking performance mean scores between the experimental group and the control group after the treatment in favor of the experimental group