Blended Learning in English Language Teaching: Course Design and Implementation

mobile phones via Bluetooth from my laptop and provide the transcripts as hardcopy.
The set-up and materials allow for this flexibility so that they can be used in low-tech
and high-tech situations.
When recording the introduction of each episode, the small talk and the actual
dialogues, it is good to pause between the sections so that later on, when reusing
them for future courses, the sections can easily be cut and reassembled as needed.
Keeping the podcast episodes short makes it easier for the learners to listen to
them even when they only have short breaks. It is also less intimidating for beginner
learners and can give them a sense of achievement when they finish an episode and
understand it. The risk of ‘getting lost’ in the recording is lower too.
Finally, one mistake that many podcast creators make is that the language used to
explain the episode, language or grammar is often more complicated than the actual
language or grammar point explained, which makes it difficult for the learners to
understand. In this course, I wanted to avoid this trap but I also wanted to include
an additional challenge. Therefore, I chose a middle way and did include some more
complicated or unknown language in the introduction or ‘small talk’ part. Weaker
students were helped by the transcript, they could ask me or at least learn to cope
with situations in which they did not understand everything that was said in English
(a common situation at work), and stronger students had some additional language
to take away from the episodes.
References
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Bax, S (2003) CALL– past, present and future. System 31: 13 – 28.
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Collis, B and Moonen, J (2002) Flexible learning in a digital world. Open Learning:
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Edirisingha, P, Salmon, G and Fothergill, J (2007) ‘Profcasting – a pilot study and
guidance for integrating podcasts in a blended learning environment’, in Bernath,
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Evans, C (2008) The effectiveness of m-learning in the form of podcast revision
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