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
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
There was a steady <strong>in</strong>crease <strong>in</strong> the amount of class time spent cover<strong>in</strong>g military<br />
<strong>English</strong> from elementary to upper-<strong>in</strong>termediate, accompanied by a decrease <strong>in</strong> the<br />
amount of time dedicated to general <strong>English</strong> (see Figure 3). Moreover, at higher levels<br />
there was less class time <strong>and</strong> more computer <strong>and</strong> self-study time as the belief was<br />
that students at these levels were capable of a higher degree of autonomy, especially<br />
if they had attended the preced<strong>in</strong>g courses which should have prepared them <strong>in</strong><br />
some way for it. Despite these changes there was still a high degree of ‘horizontal<br />
<strong>in</strong>tegration’ where there is ‘some cont<strong>in</strong>uity <strong>in</strong> learn<strong>in</strong>g tools across programs <strong>and</strong><br />
courses as [this] is clearly advantageous from the student’s po<strong>in</strong>t of view’ (Levy <strong>and</strong><br />
Stockwell, 2006: 30).<br />
Figure 3: Hours per week spent <strong>in</strong> the modes<br />
25<br />
20<br />
15<br />
10<br />
5<br />
0<br />
Methodology<br />
180 | A military blend<br />
Self-study Computer<br />
Class – Military <strong>English</strong> Class – General <strong>English</strong><br />
Elementary<br />
Pre-<strong>in</strong>termediate<br />
Intermediate<br />
Upper<br />
<strong>in</strong>termediate<br />
One of blended learn<strong>in</strong>g’s strengths is the methodological variety that the different<br />
modes can provide. In our blend the general <strong>English</strong> coursebooks supported<br />
the largely communicative approach to language teach<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g that we<br />
advocated with elements of task-based <strong>and</strong> problem-based learn<strong>in</strong>g be<strong>in</strong>g provided<br />
by the military <strong>English</strong> coursebooks. Problem-based learn<strong>in</strong>g is a relatively new<br />
methodology to ELT <strong>and</strong> it allows ‘students to work together <strong>in</strong> order to f<strong>in</strong>d solutions<br />
to real world problems’ (Boyle <strong>and</strong> Mellor-Clarke, 2006: 3) which are situated <strong>in</strong> their<br />
professional field <strong>and</strong> to which there are no fixed solutions. Self-study promoted a<br />
type of autonomous learn<strong>in</strong>g where the primary objective was that learners were<br />
‘engaged <strong>in</strong> self-directed work’ Littlewood (1996: 433). However, a criticism may be<br />
levelled at the design of this mode as the choice of materials was prescribed apart<br />
from the ‘free choice’ session on Fridays. This <strong>in</strong> essence restricted the learners’<br />
level of autonomy, if autonomy is def<strong>in</strong>ed as ‘the ability to take charge of one’s own<br />
learn<strong>in</strong>g’ (Holec cited <strong>in</strong> Benson, 2006: 22). A number of relatively simple changes<br />
could be made to the design to amend this, such as <strong>in</strong>creas<strong>in</strong>g the number of tasks<br />
with<strong>in</strong> each self-study str<strong>and</strong> <strong>and</strong> by <strong>in</strong>clud<strong>in</strong>g more ‘free-choice’ str<strong>and</strong>s.