Blended Learning in English Language Teaching: Course Design and Implementation

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A summary of my blended learning course design strategy In my context it was necessary to: ■■ evaluate the suitability of either face-to-face or online for particular tasks ■■ create a supportive atmosphere ■■ discuss and demonstrate the benefits of collaboration and co-operation with learners in class ■■ recognise what was compulsory and what could be flexible ■■ give control to learners and become a facilitator in the online space ■■ be flexible and ready to respond to needs and interests ■■ expect a variety of learner behaviours ■■ ensure that internet access was reliable and provide support. Recommendations for blended learning course designers Notice what is lacking in the traditional classroom which may be compensated for or improved by your blend. Then, investigate the affordances of various tools and select the most suitable approach for your context. Next, decide on the strength of the different aspects of your blend and a strategy for implementing it. Discuss the reasons behind the blend with your learners so that they recognise the potential benefits to their learning. If you select a wiki then: ■■ demonstrate the wiki in class and use a computer cluster to introduce the log in the process and basic functions of the wiki ■■ encourage students with good computer skills to mentor others ■■ use a mix of scaffolded, guided activities whilst still allowing freedom to create new items ■■ integrate the wiki into the class routine to encourage participation ■■ persevere, explain the purposes and show enthusiasm for the possibilities of wiki ■■ reward contributors with comments online and face-to-face ■■ react to individual needs and personalities. References Beetham, H and Sharpe, R (2007) Rethinking Pedagogy for a Digital Age. London: Routledge. Garrison, D and Kanuka, H (2004) Blended learning: uncovering its transformative potential in higher education. Internet and Higher Education 7: 95 –105. Kuteeva, M (2011) Wikis and academic writing: changing the writer-reader relationship. English for Specific Purposes 30: 44 –57. 172 | Using a wiki to enhance the learning experience on a business English course
Lund, A (2008) Wikis: a collective approach to language production. ReCALL 20/1: 35–54. Sutton, L (2001) The principle of vicarious interaction in computer-mediated communications. International Journal of Educational Telecommunications 7/3: 223–242. Wheeler, S, Yeomans, P and Wheeler, D (2008) The good, the bad and the wiki: evaluating student-generated content for collaborative learning. British Journal of Educational Technology 39/6: 987– 995. Whitby, N (2009) Business Benchmark Student’s Book Preliminary. Cambridge: Cambridge University Press. Using a wiki to enhance the learning experience on a business English course | 173
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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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Figure 5: The projects page carries
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adding things in response to feedba
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Appendix 1 Extract showing first th
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■■ Cambridge ESOL was reporting
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■■ Including later units on, fo
Page 109 and 110: The rationale behind the blend The
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Page 117 and 118: Comments on Part 2 Brian Tomlinson
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Page 121 and 122: 11 Blended learning: Podcasts for t
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Page 125 and 126: Making recommendations My friend An
Page 127 and 128: Sustainability Blended learning oft
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Page 131 and 132: The face-to-face aspect of the cour
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Page 143 and 144: 14 A longitudinal case study of the
Page 145 and 146: In the next version (v3) of the cou
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Page 175 and 176: In each of the above parts, the lea
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Page 181 and 182: Recommendation 2 Ensure that the on
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Page 195 and 196: Introducing Macmillan English Campu
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Page 203 and 204: Conclusion Claire Whittaker
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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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