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.
Week Time<br />
(m<strong>in</strong>s)<br />
Content Part of the<br />
system<br />
192 | A th<strong>in</strong>k<strong>in</strong>g-based blended learn<strong>in</strong>g course<br />
Medium<br />
5 60 Work with banks of mistakes 5 Onl<strong>in</strong>e<br />
20 Support session 5 Classroom<br />
30 Development of the improved model 5 Onl<strong>in</strong>e<br />
6 60 Test<strong>in</strong>g of the improved model 5 Onl<strong>in</strong>e<br />
30 Further work with the bank of mistakes 5 Onl<strong>in</strong>e<br />
40 Presentation of models <strong>and</strong> their discussion 5 Classroom<br />
7 40 <strong>Implementation</strong> of the model 6 Onl<strong>in</strong>e<br />
40 Putt<strong>in</strong>g models to practice + discussion of<br />
rema<strong>in</strong><strong>in</strong>g questions<br />
6 Onl<strong>in</strong>e <strong>and</strong><br />
classroom<br />
8 15 F<strong>in</strong>al test 7 Onl<strong>in</strong>e<br />
20 Analysis of results 7 Classroom<br />
30 Reflection <strong>and</strong> plan for further work 7 Onl<strong>in</strong>e<br />
20 The teacher’s reflection <strong>and</strong> advice<br />
for further work<br />
7 Classroom<br />
The time <strong>in</strong>dicators above should be treated with caution. Normally more time should<br />
be allocated when students work with their first system, as <strong>in</strong> addition to new content,<br />
they are gett<strong>in</strong>g used to new technology <strong>and</strong> often a new approach to learn<strong>in</strong>g<br />
<strong>in</strong> which they are expected to ‘build’ their underst<strong>and</strong><strong>in</strong>g <strong>in</strong>stead of be<strong>in</strong>g given<br />
<strong>in</strong>formation to remember. In the beg<strong>in</strong>n<strong>in</strong>g, one lesson was spent on <strong>in</strong>troduc<strong>in</strong>g<br />
the onl<strong>in</strong>e modules to learners <strong>and</strong> expla<strong>in</strong><strong>in</strong>g the rationale for this work. Learners<br />
generally accepted the idea that classroom time can be used more effectively if it<br />
is allocated to those th<strong>in</strong>gs that are impossible or very difficult to do without the<br />
teacher. Most grammar work does not fall under this category <strong>and</strong> thus can be dealt<br />
with onl<strong>in</strong>e. The ease of do<strong>in</strong>g was the ma<strong>in</strong> factor beh<strong>in</strong>d the rationale used for the<br />
division between classroom <strong>and</strong> onl<strong>in</strong>e activities. It should be noted though, that<br />
<strong>in</strong> the beg<strong>in</strong>n<strong>in</strong>g, more time was spent <strong>in</strong> the classroom to familiarise learners with<br />
some task types <strong>and</strong> the way of th<strong>in</strong>k<strong>in</strong>g expected on their part, especially <strong>in</strong> parts<br />
where own-grammar models had to be developed <strong>and</strong> tested.<br />
It should also be stressed that work with grammar described <strong>in</strong> this study constituted<br />
only a part of the General <strong>English</strong> course offered to learners (about 20 per cent if<br />
both classroom <strong>and</strong> <strong>in</strong>dividual learn<strong>in</strong>g time are considered).<br />
Methodology <strong>and</strong> skills developed<br />
As seen from the description above, the approach to learn<strong>in</strong>g grammar is very<br />
different from the traditional present-practise-produce (PPP) models typical of most<br />
onl<strong>in</strong>e resources. In the proposed approach, learners start with a hypothesis about<br />
the use of the structures, test it through collect<strong>in</strong>g a bank of mistakes <strong>and</strong> then<br />
improve the <strong>in</strong>itial hypothesis. The model is presented <strong>in</strong> Figure 1.