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
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<strong>in</strong>put <strong>and</strong> answer questions that had been written for each clip. Ideally, students<br />
would have attended actual lectures <strong>in</strong> <strong>English</strong>; however, this was not practical <strong>in</strong><br />
Egypt. Furthermore, as it was difficult to f<strong>in</strong>d university lectures that related to the<br />
coursebook on YouTube, other talks were <strong>in</strong>cluded that did connect.<br />
The YouTube l<strong>in</strong>ks <strong>and</strong> classroom audio were used to complement each other. The<br />
class work enabled students to develop their note-tak<strong>in</strong>g skills collectively <strong>and</strong> pay<br />
particular attention to transition signals <strong>and</strong> keywords to help with underst<strong>and</strong><strong>in</strong>g.<br />
The physical presence of the teacher helped to support <strong>and</strong> encourage students<br />
before <strong>and</strong> <strong>in</strong> between activities. Furthermore, students were prompted to assist<br />
each other by shar<strong>in</strong>g what they had understood from the audio. From a teacher’s<br />
perspective, they appeared more confident with this face-to-face <strong>in</strong>teraction <strong>and</strong><br />
were encouraged by receiv<strong>in</strong>g <strong>in</strong>stant feedback on their answers. Nevertheless,<br />
the onl<strong>in</strong>e element added to this provision for different reasons. Firstly, the videos<br />
provided flexible revision opportunities with students be<strong>in</strong>g able to stream or<br />
download them <strong>in</strong> their own time. They allowed the learners to focus on their own<br />
needs as they could <strong>in</strong>dividually replay sections of the video or revise skills from<br />
particular lessons. In addition, they added authenticity to the course because<br />
while the classroom record<strong>in</strong>gs gave students valuable listen<strong>in</strong>g practice, they<br />
were non-visual <strong>and</strong> presented little opportunity to underst<strong>and</strong> from body language.<br />
Actual live lectures would have been the ideal provision but as this was impossible,<br />
the video-tasks were perceived to be more visually realistic than the classroom tasks.<br />
As Richards (2005: 6) says, such authenticity is advisable <strong>in</strong> any listen<strong>in</strong>g activity.<br />
With respect to methodology, a learner-centred blend was designed that would<br />
encourage autonomous self-motivated personalised collective learn<strong>in</strong>g. As Arnold<br />
<strong>and</strong> Ryan (2003) say, if teachers ‘…are less shackled by the need to provide students<br />
with access to knowledge, their skills <strong>in</strong> pedagogy can be directed towards higher<br />
level th<strong>in</strong>k<strong>in</strong>g abilities, <strong>and</strong> develop<strong>in</strong>g a climate of positive, enthusiastic learn<strong>in</strong>g<br />
contexts <strong>in</strong> which rigorous <strong>in</strong>tellectual work can flourish’.<br />
The role of the teacher was therefore that of facilitator. In terms of the classroom<br />
work, this <strong>in</strong>volved encourag<strong>in</strong>g students to work more autonomously by adopt<strong>in</strong>g<br />
effective strategies <strong>and</strong> promot<strong>in</strong>g collaborative discussion. The expectation was that<br />
learners would primarily rely on themselves <strong>and</strong> each other <strong>and</strong> the teacher would be<br />
present to elicit <strong>and</strong> help motivate when necessary. With respect to the onl<strong>in</strong>e work,<br />
the teacher posted <strong>in</strong>itial questions <strong>and</strong> provided learn<strong>in</strong>g material but participated<br />
<strong>in</strong> a more removed way to encourage students to take greater charge of their own<br />
learn<strong>in</strong>g. When <strong>in</strong>teraction fell, messages were posted to <strong>in</strong>itiate more <strong>in</strong>volvement.<br />
Despite this, communication was encouraged rather than forced because of the<br />
desire to promote self-motivated learn<strong>in</strong>g. As evidence <strong>in</strong>dicates, learner <strong>in</strong>volvement<br />
<strong>in</strong> wikis tends to be more mean<strong>in</strong>gful when they themselves choose to <strong>in</strong>teract<br />
(Aziz<strong>in</strong>ezhad <strong>and</strong> Hashemi, 2011: 869).<br />
Lessons learned<br />
The follow<strong>in</strong>g <strong>in</strong>formation was obta<strong>in</strong>ed through teacher reflection, student feedback<br />
from post-course questionnaires <strong>and</strong> <strong>in</strong>formal comments throughout the project.<br />
A blended learn<strong>in</strong>g approach to soft skill tra<strong>in</strong><strong>in</strong>g | 203