Blended Learning in English Language Teaching: Course Design and Implementation

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References Dewey, J (1998) Experience and Education: the 60th anniversary edition. Kappa Delta Pi. Halliday, M (1993) Towards a language-based theory of language. Linguistics and Education 5/2: 93–116. Hill, P (2011) Emerging Trends in LMS /Ed Tech market in e-Literate. Available online at http://mfeldstein.com/emerging-trends-in-lms-ed-tech-market/ Jones, C (1986) It’s not so much the program, more what you do with it: the importance of methodology in CALL. System 14/2: 171–178. Jones, C, Ruslan, R, Cross, S and Healing, G (2010) Net generation or Digital Natives: Is there a distinct new generation entering university? Computers and Education 54/3: 722–732. Sharma, P and Barrett, B (2007) Blended Learning. Oxford: Macmillan. Stager, G (2005) Towards a pedagogy of online constructionist learning. Proceedings of the 2005 World Conference on Computers in Education. Stellenbosch, South Africa. Available online at www.stager.org/articles/onlineconstructionism.pdf Stanford, J (2008) In the mood for Moodle. English Teaching Professional 24: 58–60. Vygotsky, LS (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Vygotsky, LS (1986) Thought and Language. Massachusetts Institute of Technology. White, R (1991) Management in English Language Teaching. Cambridge: Cambridge University Press. Creating a blended DELTA Module One | 109
Appendix 1 Extract showing first three blocks from the session schedule DELTA MODULE ONE Wednesday 1.00 – 5.30 Reading suggestions, links and self practice tests available each week on the Moodle Week one Wednesday 12 September 1.00 –2.00 Student Introduction to Module One 2.15 – 3.45 Student Grammar 1: Articles Syllabus unit 3 language systems (grammar) 4.00 – 5.30 Teacher A history of ELT Developments Syllabus unit 1 theoretical from grammar translation to CLT (and set up for online homework) perspectives and unit 2 approaches Collaborative online homework Preparing for mini demonstrations of alternative approaches. Self study focus on phonemic script – choose from on site links or work your way through Pronunciation in Use or the Headway Pronunciation series. 110 | Creating a blended DELTA Module One Syllabus unit 1, 2 and 5 materials and resources Syllabus unit 3 language systems (phonology) Complete online exam practice A, by last thing Sunday 16 September. Further details on the Moodle. Week two Wednesday 19 September 1.00 – 2.30 Teacher Demonstration lessons of alternative approaches 2.45 – 4.00 Student Skills 1: Speaking – what the skill involves Syllabus unit 2 approaches Syllabus unit 4 language skills (speaking) 4.15 – 5.30 Teacher Phonology 1: Sounds Syllabus unit 3 language systems (phonology) Collaborative online homework Creating online information pages for other groups on specified grammar areas. Syllabus unit 3 language systems (grammar) Self study, read about speaking. Syllabus unit 4 language skills (speaking) Complete online exam practice B, by last thing Sunday 23 September. Further details on the Moodle. Week three Wednesday 26 September 1.00 – 2.15 Student L1/L2 (use/contrastive analysis) Syllabus unit 2 approaches and 3 systems 2.30 – 4.00 Student Learner output/error analysis (set up online homework) Syllabus unit 3 systems (error analysis) 4.15 – 5.30 Teacher Phonology 2: Stress and rhythm Syllabus unit 3 language systems (phonology) Collaborative online homework Working on samples of learner output to identify and prioritise strengths and weaknesses. Syllabus unit 3 systems (error analysis), 4 skills (writing) Self study work on identification of stress patterns. Syllabus unit 3 language systems (phonology)
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Blended Learning in English Languag
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ISBN 978-0-86355-706-4 © British C
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Part 3 - English for Specific Purpo
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Acknowledgements We would like to t
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To address this deficit I proposed
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Introduction This introductory chap
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an almost identical definition in h
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■■ Learners’ expectations - l
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To achieve a ‘principled approach
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its weakness in speaking.’ Contra
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References Adair-Hauck, B Willingha
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Rossett, A, Douglis, F and Frazee,
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1 A collaborative online reading an
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engaging approach to teaching, wher
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page evaluation strategies, and col
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Conclusion Students received course
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2 Blended learning in English for A
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All in the blend Reports on the app
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level of agreement or disagreement
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Hyland, K and Hyland, F (1992) Go f
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Why blend? The decision to offer th
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to complete during the before, whil
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In addition, there are a number of
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Turgut, Y (2009) ‘EFL learners’
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■■ English for Academic Purpose
Page 51 and 52: Figure 1: Stages of the incorporati
Page 53 and 54: Table 3: Schedule for Unit 1 Week U
Page 55 and 56: Internet - links and WebQuests: Som
Page 57 and 58: References Allan, M (1985) Teaching
Page 59 and 60: My advice to intending EAP course d
Page 61 and 62: 5 A blended learning teacher develo
Page 63 and 64: The face-to-face element Because of
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Page 67 and 68: and instructional design of the onl
Page 69 and 70: Encourage learner autonomy and refl
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Page 73 and 74: Clearly there are advantages to hav
Page 75 and 76: Lessons learned When deciding what
Page 77 and 78: References Osguthorpe, RT and Graha
Page 79 and 80: The learner and the context Althoug
Page 81 and 82: typically involve writing or applyi
Page 83 and 84: where possible, to bring them toget
Page 85 and 86: 8 Blended learning: The IDLTM exper
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Page 89 and 90: There is a fourth activity type in
Page 91 and 92: their own style of learning. At the
Page 93 and 94: Garrison, D and Vaughan, ND (2007)
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Page 97 and 98: Figure 3: The homepage in a Module
Page 99 and 100: Figure 5: The projects page carries
Page 101: adding things in response to feedba
Page 105 and 106: ■■ Cambridge ESOL was reporting
Page 107 and 108: ■■ Including later units on, fo
Page 109 and 110: The rationale behind the blend The
Page 111 and 112: Figure 2: An example screen from a
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Page 115 and 116: ■■ Fine-tuning of online course
Page 117 and 118: Comments on Part 2 Brian Tomlinson
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Page 121 and 122: 11 Blended learning: Podcasts for t
Page 123 and 124: to the content (see below). Additio
Page 125 and 126: Making recommendations My friend An
Page 127 and 128: Sustainability Blended learning oft
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Page 131 and 132: The face-to-face aspect of the cour
Page 133 and 134: The course covers listening, speaki
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Page 137 and 138: not so much for language improvemen
Page 139 and 140: the reader/listener as customer) an
Page 141 and 142: 2. ‘Technology is only important
Page 143 and 144: 14 A longitudinal case study of the
Page 145 and 146: In the next version (v3) of the cou
Page 147 and 148: of a blend in Collis and Moonen’s
Page 149 and 150: of telecoms engineers, but it was w
Page 151 and 152: 15 Using a wiki to enhance the lear
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The ‘history feature’ which can
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Figure 4: Student created listening
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Teaching methodology The blended de
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Figure 8: Student reaction to probl
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Lund, A (2008) Wikis: a collective
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hazard a guess that it was over con
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the management of the centres would
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There was a steady increase in the
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3. User experience - feedback on th
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Comments on Part 3 Brian Tomlinson
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17 A thinking-based blended learnin
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In each of the above parts, the lea
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Figure 1: Cycle of working with gra
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Model by JP, Form 10 Structure Mode
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Recommendation 2 Ensure that the on
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Sokol, A (2008) Development of Inve
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Moreover, as a result of increased
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In general, the students remarked t
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19 Students’ CALLing: Blended lan
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The students were taken to the comp
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When considering blended learning,
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Introducing Macmillan English Campu
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In both scenarios, the ratio of con
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attending scenario 1 courses. The o
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Comments on Part 4 Brian Tomlinson
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Conclusion Claire Whittaker
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Table 1: Neumeier’s (2005) framew
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Reasons given in the literature for
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Software Author and Chapter New Lea
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Keedwell’s (Chapter 13) blend on
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Table 7: Learning theories, languag
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What will the interactional pattern
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Whittaker (Chapter 16) believed tha
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Summary This chapter draws on the l
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Appendix 1 - Questions for blended
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Contributors Peter Aborisade lectur
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Jody Gilbert taught in post-seconda
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Juanita Pardo-González (BA Hons in
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The British Council is pleased to o
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