Blended Learning in English Language Teaching: Course Design and Implementation

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an exemplar of not only pedagogically-minded innovation using technology, but also of collaboration and responsiveness. We did not set out to use technology; the technology helped us to get around an issue, and the resulting practice seemed to be an enhancement of our previous, paper-based, practices. References Brick, B and Holmes, J (2008) Using Screen capture software for student feedback: Towards a methodology. Paper presented at IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2008) 13 –15 October 2008, Freiburg, Germany. Collis, B and Moonen, J (2002) Flexible Learning in a Digital World. Open Learning: The Journal of Open and Distance Learning 17/3: 217–230. Driscoll, M (2002) Blended learning: Let’s get beyond the hype. E-Learning 3/3: 54. Available online at www-07.ibm.com/services/pdf/blended_learning.pdf Hyland, K and Hyland, F (2006) Feedback on second language students’ writing. Language Teaching 39: 83–101. Krashen, S (1984) Writing: Research, Theory and Applications. Beverly Hills: Laredo. Lee, I (2011) Feedback revolution: what gets in the way? ELT Journal 65/1: 1–12. Li, S (2010) The effectiveness of corrective feedback in SLA: A meta-Analysis. Language Learning 60/2: 309–365. Oliver, M and Trigwell, K (2005) Can ‘Blended Learning’ be redeemed? E-learning 2/1: 17–26. Prabhu, N (1990) There is no best method – why? TESOL Quarterly 24/2: 161–176. Stannard, R (2008) Screen capture software for feedback in language education. Paper presented at Second International Wireless Ready Symposium Interactivity, Collaboration and Feedback in Language Learning Technologies, 29 March 2008, NUCB Graduate School, Japan. Wigginbottom, S (2007) Virtual lecturing: Delivering lectures using screencasting and podcasting technology. Planet 8. 162 | A longitudinal case study of the ‘blends’
15 Using a wiki to enhance the learning experience on a business English course Louise Ingham Introduction to teaching and learning context and brief course overview The context was a part-time adult Cambridge Preliminary Business English class at intermediate level which took place in a further education college in Warrington in England. The cohort consisted of ten female learners of mixed nationalities, aged 19 – 35, dominated by European cultures. All were working in the UK but some were here for a limited time. The course began in September 2010 and had established a supportive atmosphere before the blend was introduced in March 2011. Learners needed to improve their knowledge and use of business vocabulary and their accuracy and fluency with English in business contexts, to prepare for an exam. Reason for employing a blended approach The course was restricted in the number of contact hours and in content. Adding a wiki to create a blended course would compensate for these limitations, allowing more: ■■ flexibility of time, place, pace and material ■■ responsiveness to learner needs ■■ opportunities for skill development including digital literacy ■■ practice and feedback ■■ collaboration ■■ student-centred approaches. These benefits are possible because wikis are interactive and offer flexible spaces which can be accessed and edited by any user at any time via the internet. A wiki is a type of website where users can add and remove content, ‘Wikipedia’ being a famous example where users can create or update the information included on any topic. All wiki users have writer status and can easily add text, photo, hyperlink or video that they want to share, so the teacher is no longer in control of the course content if a wiki is incorporated. The balance of power may shift because any user can view and edit the contributions of others so peers as well as the teacher can correct mistakes or give feedback. Using a wiki to enhance the learning experience on a business English course | 163
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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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where possible, to bring them toget
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8 Blended learning: The IDLTM exper
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learning and characteristics, and k
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There is a fourth activity type in
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their own style of learning. At the
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Garrison, D and Vaughan, ND (2007)
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variety of teaching contexts (e.g.
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Figure 3: The homepage in a Module
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Page 117 and 118: Comments on Part 2 Brian Tomlinson
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Page 125 and 126: Making recommendations My friend An
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Page 143 and 144: 14 A longitudinal case study of the
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Page 171 and 172: Comments on Part 3 Brian Tomlinson
Page 173 and 174: 17 A thinking-based blended learnin
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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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