Blended Learning in English Language Teaching: Course Design and Implementation

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One should not expect these problems to be solved in a few days. They normally take an extended period of time. Helping learners achieve something and getting them to reflect on what has happened, and how, can be an important step in changing learners’ responses. The technology will not always be successful in dealing with ‘personal’ issues, however, the teacher can always dedicate more time to addressing these issues in the classroom. The resource of face-to-face communication provided by blended courses is an important asset and both teachers and learners should definitely benefit from it. Conclusions Some researchers point out that there is a lack of sophisticated tools for online learning (Bonk, 2004: 2–3). The online modules used for the blended course described in this study definitely offer a rich learning experience addressing both the challenge of complexity and effective support for the learner (Kirkley and Kirkley, 2006). Our experience shows that offering the modules as part of the blended course significantly increased the motivation of learners in comparison to the distant use adopted earlier. We also succeeded in increasing the total time spent on learning and in helping the learners to take a step towards more autonomy when learning a language. In addition, the blended course created learning contexts for both the teacher and the learners that did not exist either during the online or classroom learning, thus creating useful systemic effects that became possible only as a result of integration of the two components. At the same time, the blended course brought about new challenges both to the teacher and the learners. Being ready to face these challenges and develop effective solutions appears to be one of the key requirements for a successful blended learning experience. The learner who is enjoying the process of constructing knowledge as a result of a rich problem-solving experience and the teacher who shares this kind of learning philosophy will be the ones benefiting most from the course described in this study. References Bonk, C (2004) The perfect e-storm: emerging technology, enormous learner demand, enhanced pedagogy, and erased budgets. Part 2: Storms #3 and #4. The Observatory on Higher Education, 2004. Available online at www.publicationshare.com/part2.pdf Kirkley, SE and Kirkley, JR (2006) ‘Expanding the boundaries of blended learning: transforming learning with mixed and virtual reality technologies’, in Bonk, C and Graham, C (eds) Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing. Learner reflections (2004 –10). Available online at www.thinking-approach.org/forum/ index.php?c=11 New Learners in the New Europe (2008) Online modules for the integrated development of language and thinking skills. Available online at www.thinkingapproach.eu 198 | A thinking-based blended learning course
Sokol, A (2008) Development of Inventive Thinking in Language Education. Unpublished PhD Thesis, University of Latvia and the University of Strasbourg. Sokol, A, Khomenko, N, Sonntag, M and Oget, D (2008) The development of inventive thinking skills in the upper secondary language classroom. Thinking Skills and Creativity 3/1: 34 – 46. Sokol, A, Lasevich, E Dobrovolska, M and Buchinska, I (2002–09) Systems of grammar tasks. Available online at www.thinking-approach.org/index.php?id=19 Sokol, A (2006) Speaking about Past 1 – a System of Grammar Tasks. Available online at http://en.thinking-approach.eu/Materials/Material.aspx?mid=2 Staluns, M and Sokol, A (2008) Tutorials for learners working with www.thinkingapproach.eu. Available online at: http://en.thinking-approach.eu/Tutorials/Default.aspx A thinking-based blended learning course | 199
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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
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Sustainability Blended learning oft
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Kukulska-Hulme, A and Shield, A (20
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 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 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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Blended Learning in English Language Teaching: Course Design and Implementation

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