Blended learning emerged as an answer to combine the benefits of online learning and traditional face-to-face classrooms. While it seems impeccable, rigorous standards remain elusive in blended learning, particularly in terms of integration strategies between the two modes. To fill the gap in the literature, this study was particularly interested in the real implementation of blended learning in English listening class and the challenges in the implementation. Using Neumeier's design parameters as a lens of perspective, this study was conducted in English Department of Letters and Fine Arts Faculty of Sebelas Maret University under the principles of qualitative approach. Six students and one lecturer were invited to generate narratives about the learning situation in their listening class. The findings revealed that face-to-face meetings were opted as the main learning mode, while e-learning mode was employed to conduct supplemental activities. The assessments were solely conducted in face-to-face mode to avoid academic dishonesty. However, the blended course still left some rooms for improvement. Although the lecturer had perceived strong background knowledge of blended learning design, the principles were not intensively implemented in the course. The obstacles found included the students' low self awareness, network connection troubles, and plagiarism issue. Future research is recommended on assessment principles in blended course, particularly in foreign language teaching.
Keywords: Blended learning, e-learning, listening, ICT based learning