Blended Learning in English Language Teaching: Course Design and Implementation

of a blend in Collis and Moonen’s (2002) understanding of blended learning as being
about ‘flexibility and learner choice’. In v5 the learners nominated elective text-types
to produce (including oral presentations which were recorded online). In this version,
the authentic task-based approach was replaced with a process/genre analysis
approach. However, the range of texts chosen by learners to cover in v5 was too
varied and more focus would have produced better quality writing, particularly as
some text-types (for example short stories) were less familiar to some learners, and
thus more challenging to produce.
Screencasting
Screen casts, video and audio recordings of activity on a computer screen, have
been used in a number of contexts both to provide feedback on writing, see for
example Stannard (2008) and Brick and Holmes (2008), and also as a mode for
educational instruction, for example Wigginbottom (2007).
Giving feedback in this way gave flexibility to our participants. Because it is an
asynchronous tool, they could access their feedback as often, and whenever,
they wished to. Likewise, we could produce these screencasts at times relatively
convenient to our schedules, at off-peak hours. The participants were familiar
with screencapture, and the videos were popular with participants, who found the
personalised feedback useful and motivating because they were able to implement
the feedback immediately in their work places. Perhaps more motivating was the
support the combined ‘benefits of oral and online delivery’ offered with ‘additional
visual elements to enhance communication’ (Brick and Holmes, 2008). It is the mix
of modes, both giving feedback in writing, accompanying this with a spoken audio
commentary and most of all being able to move the text around that increases the
impact. When reorganising, for example, a sentence, a paragraph or a short text,
the ability to record this process and talk through the stages and considerations is
plainly more motivating and clearer than traditional forms of recast, or paper and
pen feedback.
Feedback on writing (different approaches)
According to Li, now that the effect of corrective feedback on writing ‘has been
established, researchers should embark on the mission of investigating the factors
constraining its effectiveness’ (2010: 349). Indeed, feedback is widely recognised
as an important part of the language learning process and can improve the quality
of writing ‘when it is done during the writing process, i.e. between drafts’ (Krashen,
1984: 11). The impact of our efforts to focus on feedback as part of the process on
this course led to significant improvements in writing style and language awareness
in participants’ final portfolios.
Choice of tool for screencasting
For the British Council in Sofia, the choice of screencasting provider came about after
trialling a number of free providers. The available (free) choices for screencasting
services varied between java enabled, web browser offers, and software installed
programmes. Initially we went with an online recorder (screencast-o-matic.com), but
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