Blended Learning in English Language Teaching: Course Design and Implementation

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esources available to them. Thus, an inherent limitation of the course is that it requires instructors with both the language skills and requisite time to maximise the benefits of the course’s inbuilt tracking and assessment system. As has been discussed, online delivery provides many advantages, but obviously also poses some inherent limitations in language learning. One possible weakness is that an online interface cannot reproduce the interactions entailed in true twoway communications. This once again underlines the importance of the face-to-face component of the design, where a skilled instructor can judge a learner’s capacity to clarify, confirm, and respond to a live interlocutor. A final limitation of the course is the lack of community, which precludes any kind of collaborative learning or collaborative problem-solving. In many computermediated courses an online community is developed, with the learners interacting via discussion boards and/or email. Equally, in a traditional English language classroom, there is strong focus on interaction and use of the target language. However, the blend of online activity and one-on-one interaction in the BL4 courses is in keeping with the work context in which the learners use English, and therefore enhances the intended learning outcome. The focus of the BL4 courses is relatively narrow, i.e. to achieve Level 5 or Level 6 on the ICAO rating scale, and learners have not expressed any desire to have increased interaction within their cohort. Lessons learned and advice In terms of lessons learned, it became apparent during the development process that good online design includes interactive elements on every screen the learner sees. Whereas traditional book-based programmes can provide explanations and examples followed up by related exercises, online design precludes extended expository material and has very definite real estate limits. Although a supplementary grammar book was not part of the original design concept, it was decided during the building of the courses to develop this print-based material. The extra resource provides learners with extended explanations of particular grammar points and a range of exercises to practise and reinforce these. The supplementary grammar materials can be used as an intervention (prompted by the learner and/or the instructor) when a learner is struggling with a particular aspect of language, as identified by course performance. It also means that the instructor can recommend directly relevant material to supplement the online course, keeping in mind the need for language educator resources and skills to be available within client organisations. As noted previously, the course design should not place unrealistic demands on the capabilities and resources of the client organisation providing the training. Another lesson pertinent to internet-based courses is that the field of online design is dynamic and both the hardware and software are ever-changing. Therefore, it is important to ensure that design decisions, such as using Flash as the programming language for the course, are made with full readiness to move with the evolution of the technology. This means being responsive to issues such as the Flash/iPad compatibility problem, proactively seeking workarounds and ensuring that only the A blended learning course for the aviation industry | 145
latest, most secure and flexible programming language is used. The unpredictability of internet developments is an occupational hazard, and the only remedy is to maintain constant responsiveness. Conclusion In conclusion, this example of a blended learning course may serve as a suitable model for other industry-based ESP courses where learners need to develop specific language competencies. The use of online delivery incorporates self-paced learning that enables flexibility and does not disrupt the learners’ work routines, which is a key concern for the aviation industry. The course provides targeted English language input and practice, as well as check activities that are recorded and subsequently assessed. Regular tutorials with the course instructor provide formative feedback and direction for subsequent engagement with the course materials. Although second-language learning is traditionally undertaken in a wholly face-to-face environment, the BL4 courses aim to achieve specified language development using the possibilities offered by new technologies. References Garrison, D and Vaughan, N (2008) Blended Learning in Higher Education. San Francisco: Jossey-Bass. Macdonald, J (2008) Blended Learning and Online Tutoring. Aldershot, Hampshire: Gower. Oliver, R, Herrington, J and Reeves, TC (2006) ‘Creating authentic learning environments through blended learning approaches’ in Bonk, C and Graham, C (eds) The Handbook of Blended Learning. San Francisco: Pfeiffer. Wagner, E (2006) ‘On designing interaction experiences for the next generation of blended learning’ in Bonk, C and Graham, C (eds) The Handbook of Blended Learning. San Francisco: Pfeiffer. 146 | A blended learning course for the aviation industry
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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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ookmarking because social bookmarki
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and instructional design of the onl
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Encourage learner autonomy and refl
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packages, setting up online account
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Clearly there are advantages to hav
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Lessons learned When deciding what
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References Osguthorpe, RT and Graha
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The learner and the context Althoug
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typically involve writing or applyi
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Page 117 and 118: Comments on Part 2 Brian Tomlinson
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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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