Blended Learning in English Language Teaching: Course Design and Implementation

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Part 4 – English as a Foreign Language/ General English
17 A thinking-based blended learning course in an uppersecondary school in Latvia Alexander Sokol, Edgar Lasevich, Renata Jonina and Marija Dobrovolska-Stoian Course background The course described in this study was offered to students aged 16 –19, who study English as a second foreign language in an upper-secondary school located in the centre of Riga, Latvia. They have three 40-minute lessons a week. Many of them take a graduation exam in English, and are interested in General English. Groups are normally heterogeneous, from ten to 15 people and the levels range from A2 to B2. The study covers the period from September 2008 to December 2009. The blended approach was adopted for the following reasons: ■■ To provide learners with extra opportunities for learning (in addition to the official three academic hours generally viewed as insufficient in the local context). ■■ To improve motivation by integrating the use of ICT into the learning process (the use of ICT increased motivation as it was not widely spread at that time and students generally regarded its use in the lessons as a way of making learning more connected with the real world). ■■ To develop skills for autonomous learning and at the same time reduce the number of tasks performed by the teacher through delegating them to the online modules. This would allow the teacher to spend more time on individual support of each learner as technology would provide learners with feedback based on their typical mistakes. Description of the blend Online modules The e-learning module of the blend was developed in the framework of an international project, New Learners in the New Europe (2005 – 08), supported by the European Commission (New Learners in the New Europe, 2008). The aim of the project was to develop modules for online learning that allow for an integrated development of language and thinking skills of learners. The learning environment was created specifically for the purposes of the project and it comprises three main modules: ■ ■ the planning module, where the decisions are made about what is going to be learned and how it will be done A thinking-based blended learning course | 189
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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
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The rationale behind the blend The
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Figure 2: An example screen from a
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environment and to meet the student
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■■ Fine-tuning of online course
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Comments on Part 2 Brian Tomlinson
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Learning a new language and reflect
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Page 125 and 126: Making recommendations My friend An
Page 127 and 128: Sustainability Blended learning oft
Page 129 and 130: Kukulska-Hulme, A and Shield, A (20
Page 131 and 132: The face-to-face aspect of the cour
Page 133 and 134: The course covers listening, speaki
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Page 137 and 138: not so much for language improvemen
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Page 141 and 142: 2. ‘Technology is only important
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 151 and 152: 15 Using a wiki to enhance the lear
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Page 157 and 158: Teaching methodology The blended de
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Page 161 and 162: Lund, A (2008) Wikis: a collective
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Page 171: Comments on Part 3 Brian Tomlinson
Page 175 and 176: In each of the above parts, the lea
Page 177 and 178: Figure 1: Cycle of working with gra
Page 179 and 180: Model by JP, Form 10 Structure Mode
Page 181 and 182: Recommendation 2 Ensure that the on
Page 183 and 184: Sokol, A (2008) Development of Inve
Page 185 and 186: Moreover, as a result of increased
Page 187 and 188: In general, the students remarked t
Page 189 and 190: 19 Students’ CALLing: Blended lan
Page 191 and 192: The students were taken to the comp
Page 193 and 194: When considering blended learning,
Page 195 and 196: Introducing Macmillan English Campu
Page 197 and 198: In both scenarios, the ratio of con
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Page 201 and 202: Comments on Part 4 Brian Tomlinson
Page 203 and 204: Conclusion Claire Whittaker
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Page 219 and 220: Summary This chapter draws on the l
Page 221 and 222: 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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