Blended Learning in English Language Teaching: Course Design and Implementation

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■■ Writing (in tasks and during online discussions, for example Skype chat sessions). ■■ Speaking and listening (during overview lessons in the classroom). Actual examples of materials used would be rather lengthy to include here, therefore we encourage the reader to consult the online version (Sokol et al., 2002– 09). However, we are presenting some of the models/rules developed by learners to give a better idea about what they were doing. Please note that these are not students of linguistics, they are secondary school students, many of whom are not interested in language as an object of study. Examples of students’ models on Speaking about Past 1 (Sokol, 2006) Model by MS, Form 11 Structure Model Did Continuousness: NO Finalisation: NO Was doing Continuousness: YES Finalisation: NO Had done Continuousness: NO Finalisation: YES Model by JK, Form 12 Structure Model Did Time: PAST Continuance: NO End of action: finished action Was doing Time: PAST Continuance: YES End of action: unfinished action Had done Time: PAST Continuance: NO End of action: finished action 194 | A thinking-based blended learning course
Model by JP, Form 10 Structure Model Did Definiteness of the moment: NO Completeness: NO When? past/before past/specific past: PAST Was doing Definiteness of the moment: YES Completeness: NO When? past/before past/specific past: SPECIFIC PAST Had done Definiteness of the moment: YES Completeness: YES When? past/before past/specific past: BEFORE PAST Please note that the examples above are actual models of learners as they existed during the time of working with a particular system of tasks. Some models or their parts may appear incorrect from the conventional point of view. This, however, did not necessarily affect the quality of the learning process of this or that student, as the model was tested and often improved at a later stage. Moreover, it is surprising how useful this or that ‘incorrect’ model may turn out to be in the student’s hands. Students’ feedback and further planned adaptations Students’ feedback concerned two aspects: the proposed approach to learning grammar and the mode for implementing it. The feedback was collected through various channels: anonymous online questionnaires, ongoing learner reflections (Learner reflections 2004 –10), entries in the assessment portfolios and interviews. The main points are summarised below: ■■ It is difficult for learners to accept working with grammar online if they previously dealt with it in the classroom. The situation is completely different when a group is introduced to the blended course from the very beginning. ■■ Difficult aspects are even more difficult when working online. ■■ Work online requires much more concentration than the same work in the classroom. ■■ Learners’ complaints about the technology do not really depend on the quality of the technological solutions offered to them. ■■ Technical problems lead to a high level of frustration (in comparison to the classroom). ■■ Online modules are a good way to have everything about grammar organised and kept in one place. ■■ Developing and testing their own models leads to deeper understanding of how grammar works. ■ ■ Various aspects of learning grammar are remembered much better when developed by learners. A thinking-based blended learning course | 195
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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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11 Blended learning: Podcasts for t
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to the content (see below). Additio
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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 137 and 138: not so much for language improvemen
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Page 143 and 144: 14 A longitudinal case study of the
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Page 161 and 162: Lund, A (2008) Wikis: a collective
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Page 171 and 172: Comments on Part 3 Brian Tomlinson
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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
Page 183 and 184: Sokol, A (2008) Development of Inve
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Page 189 and 190: 19 Students’ CALLing: Blended lan
Page 191 and 192: The students were taken to the comp
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Page 195 and 196: Introducing Macmillan English Campu
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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
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Page 223 and 224: Contributors Peter Aborisade lectur
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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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