Blended Learning in English Language Teaching: Course Design and Implementation
Blended Learning in English Language Teaching: Course Design and Implementation
Blended Learning in English Language Teaching: Course Design and Implementation
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Figure 4: Student created listen<strong>in</strong>g task<br />
The ‘exams page’ held l<strong>in</strong>ks to past papers <strong>and</strong> the exam timetable was displayed<br />
there. A ‘Web resources’ page <strong>in</strong>cluded l<strong>in</strong>ks to the television show ‘The Apprentice’,<br />
which was a current BBC programme about bus<strong>in</strong>ess which we discussed <strong>in</strong> class.<br />
It also <strong>in</strong>cluded l<strong>in</strong>ks to websites for language practice <strong>and</strong> other bus<strong>in</strong>ess resources.<br />
I did not have data on the number of student visits per page as this was not available<br />
on my version of PBWorks, so the popularity of pages could only be judged by<br />
discussions <strong>in</strong> class <strong>and</strong> by contributions made by students.<br />
Teacher <strong>and</strong> learner <strong>in</strong>teraction patterns<br />
In the face-to-face class there was an <strong>in</strong>formal atmosphere but I set objectives,<br />
controlled tasks <strong>and</strong> set the pace. When I <strong>in</strong>troduced the blend with wiki, I<br />
demonstrated it <strong>in</strong> class <strong>and</strong> closely monitored its use <strong>in</strong> order to encourage<br />
participation <strong>and</strong> troubleshoot learner difficulties. Later, tutor <strong>and</strong> <strong>in</strong>dividual learner<br />
<strong>in</strong>volvement went through phases as learners became more competent <strong>and</strong> needs<br />
or <strong>in</strong>terests developed.<br />
As student participation <strong>in</strong>creased <strong>and</strong> the wiki evolved as a result, I began to<br />
question the nature <strong>and</strong> extent of my onl<strong>in</strong>e <strong>in</strong>volvement. The challenge was to<br />
balance my presence on the site with the learner’s contributions <strong>and</strong> decide how<br />
much I was go<strong>in</strong>g to correct or ignore mistakes <strong>and</strong> to advise on content. I wanted<br />
to m<strong>in</strong>imise learner <strong>in</strong>hibition <strong>and</strong> anxiety but to encourage a collective sense of<br />
responsibility (see Figure 5). I tried not to correct mistakes but if they were significant<br />
<strong>and</strong> rema<strong>in</strong>ed unnoticed for a few weeks I would highlight them <strong>in</strong> a different colour.<br />
I also tried to hold back <strong>in</strong> class discussions of wiki content to allow learner notic<strong>in</strong>g<br />
of errors <strong>and</strong> control of the space.<br />
Us<strong>in</strong>g a wiki to enhance the learn<strong>in</strong>g experience on a bus<strong>in</strong>ess <strong>English</strong> course | 167