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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hazard a guess that it was over concerns that the latter would be too unfamiliar to<br />
the learners <strong>in</strong> this context for it to be effective. That is purely conjecture though.<br />
The lead mode <strong>in</strong> the blend at that time was the computer <strong>and</strong> the software used<br />
<strong>in</strong> the computer sessions led the course <strong>and</strong> determ<strong>in</strong>ed the syllabus. The officer<br />
<strong>in</strong>structors followed up these sessions with practice <strong>and</strong> extension activities that<br />
did not dem<strong>and</strong> much of them as ‘teachers’ but more as ‘facilitators’. Adopt<strong>in</strong>g<br />
this approach also meant that it was cost effective (as the officer <strong>in</strong>structors were<br />
already employed by the AFBiH) <strong>and</strong> enabled the centres to start work<strong>in</strong>g almost<br />
immediately with very little f<strong>in</strong>ancial outlay on pre-service teacher tra<strong>in</strong><strong>in</strong>g. It was also<br />
cost effective because the learners – military personnel – could be tra<strong>in</strong>ed at their<br />
place of work. However, it could be argued that the <strong>in</strong>itial f<strong>in</strong>ancial outlay to set up<br />
the centres <strong>and</strong> provide them with the computers <strong>and</strong> materials for the self-access<br />
centres was not cost-effective.<br />
The blend<br />
The blend was unusual <strong>in</strong> that it was comprised of three modes of delivery: face-toface,<br />
computer <strong>and</strong> self-study. The def<strong>in</strong>itions provided <strong>in</strong> the literature on blended<br />
learn<strong>in</strong>g <strong>in</strong> relation to language teach<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g typically only refer to two<br />
modes: face-to-face <strong>and</strong> computer. Sharma <strong>and</strong> Barrett (2007: 7) for example, state<br />
that ‘blended learn<strong>in</strong>g refers to a language course which comb<strong>in</strong>es a face-to-face<br />
(F2F) classroom component with an appropriate use of technology’. Dudeney <strong>and</strong><br />
Hockly (2007: 137) provide a similar def<strong>in</strong>ition <strong>in</strong> that blended learn<strong>in</strong>g ‘is a mixture of<br />
onl<strong>in</strong>e <strong>and</strong> face-to face course delivery.’ What becomes apparent when conduct<strong>in</strong>g a<br />
wider literature review is that blended learn<strong>in</strong>g can mean different th<strong>in</strong>gs to different<br />
people so for the purposes of this case study I would def<strong>in</strong>e it as be<strong>in</strong>g a comb<strong>in</strong>ation<br />
of face-to-face, computer <strong>and</strong> self-study modes.<br />
The lead mode <strong>in</strong> our resultant blend was the face-to-face mode because <strong>in</strong><br />
AFBiH this would be the most recognisable form of course delivery <strong>and</strong> because<br />
the coursebooks would essentially provide the syllabus <strong>in</strong> terms of content <strong>and</strong><br />
sequenc<strong>in</strong>g. Therefore, it was the mode <strong>in</strong> which the core materials were <strong>in</strong>itially<br />
presented <strong>and</strong> practised. Moreover, the lead mode regulated the pac<strong>in</strong>g of the<br />
course by ensur<strong>in</strong>g that all the learners covered the core material at the same time<br />
before the follow-up activities that they could then complete at their own pace<br />
on the computers or <strong>in</strong> self-study. Tasks conducted <strong>in</strong> the computer or self-study<br />
mode supplemented the syllabus <strong>and</strong> provided the learners with controlled practice<br />
<strong>and</strong> extension activities (Figure 1). This resulted <strong>in</strong> a cyclical approach to language<br />
teach<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g where the learners had the opportunity to recycle <strong>and</strong> review<br />
what was presented <strong>in</strong> the face-to-face mode.<br />
176 | A military blend