This study, situated within the context of "Internet + Education," investigates the impact of the blended learning rotation model on English listening skills among Chinese EFL college students. The primary objective is to assess the influence of this model on the listening achievement of students majoring in non-English disciplines. Employing a quasi-experimental design with a naturalistic approach, 128 college students were divided into control and experimental groups. The experimental group underwent a two-semester rotation model focused on listening skills, while the control group received traditional classroom instruction. Equivalence checks through pretest and posttest listening achievement assessments revealed that the experimental group outperformed the control group significantly. The study's findings contribute to the mounting evidence supporting the efficacy of blended learning approaches in language education, offering valuable insights for educational administrators and English teachers aiming to enhance language learning programs.
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