Blended Learning in English Language Teaching: Course Design and Implementation

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Hofmann, J (2011) Blended learning: Infoline Tips, Tools and Intelligence for Trainers August/1108. ASTD Press. Klímová, BF (2008) Blended learning. English Teaching Professional 58: 58–60. Littlejohn, A and Pegler, C (2007) Preparing for Blended e-Learning. Abingdon: Routledge. Paton, C and Rea, D (2012) Interview: Head of E-learning and CELTA Online Course Tutor. Interview recorded at the IATEFL Conference, March 2012, Glasgow, UK. Sharma, P (2006) Future in the balance. English Teaching Professional 42: 58–59. Sharma, P and Barrett, P (2007) Blended Learning: Using Technology in and Beyond the Language Classroom. Oxford: Macmillan. Swabey, MT, Rea, D and Paton, C (2012) CELTA Online: one year on. Paper presented at the IATEFL Conference, March 2012, Glasgow, UK. Thorne, K (2003) Blended Learning: How to Integrate Online and Traditional Learning. London: Kogan Page. The Cambridge CELTA course online | 123
Comments on Part 2 Brian Tomlinson A blended learning approach seems to be ideal for developing teacher development courses. Whether the courses are initial or in-service the trainees are typically very busy, geographically spread, with different levels and types of experience, with different amounts of time available to complete their course, with convictions about their preferred styles and modes of learning and with the need for varying amounts of feedback and support. Face-to-face courses can satisfy many of these needs but they do require all the trainees to be together at the same location and at the same predetermined time, and it is not easy for the trainers to provide sufficient individual feedback and support. Online courses can solve many of the logistical problems, can help the trainees to focus on their individual needs and can provide individualised feedback and support. However, they cannot really provide the reality and stimulus that live experience of observing classes, being observed teaching classes and interacting with peers can. Blended learning can achieve all that is needed though, by dividing the course into those components which require face-to-face interaction and those which can be best delivered online. This is what all the courses described in Part 2 have done and all of them seem to have been successful. It would, of course though, be very informative if one group of trainees followed a purely face-to-face course, an equivalent group followed an online course with the same content and another equivalent group followed a blended course with the same content. If the trainees were shadowed after their courses we could find indications as to the actual benefits of blended learning teacher development courses in relation to the outcomes of the experience for the trainees. One of the many bonuses of a blended learning approach to teacher development is the affordance of choice to the trainees. Many of the teacher development courses reported in Part 2 offer the trainees the choice of doing the course faceto-face, online or in a blended version. This is a great advantage as some trainees cannot afford the time or money to do a course away from home, some are already electronically proficient and want to make use of this proficiency and others have a strong preference for learning face-to-face or an antipathy towards electronic learning. Also a number of the blended learning courses in Part 2 encourage the trainees to decide for themselves how much and which components of a course they want to do in online modes, and which they want to do face-to-face. This choice of modes is very important as trainees who are comfortable with, and positive about, where and how they learn are more likely to benefit from a course than those who are not (Tomlinson, 2013a). Another bonus reported in a number of chapters in Part 2 is that blended learning teacher development courses can stimulate trainees to think of making use of blended learning approaches in their own teaching. Experiencing different modes of delivery and different resources and procedures within each mode can help trainees to evaluate these possibilities not only in relation to their own development but in relation to their post-course teaching too. It is arguable therefore, that the Comments on Part 2 | 125
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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
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Figure 1: Stages of the incorporati
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Table 3: Schedule for Unit 1 Week U
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Internet - links and WebQuests: Som
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References Allan, M (1985) Teaching
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My advice to intending EAP course d
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5 A blended learning teacher develo
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The face-to-face element Because of
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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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Blended Learning in English Language Teaching: Course Design and Implementation

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