Blended Learning in English Language Teaching: Course Design and Implementation

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unenthusiastic. There should therefore be a definite topic and skills link between class-based and online work, which learners need to be made aware of. For instance, learners will benefit linguistically and motivationally from pre-discussing internet tasks in class and feeding back on what they have learned online. Likewise, they are more likely to participate on wikis if the content is related to class input. This is because their primary focus is currently on lessons and not digital learning. With respect to online material, attractive, relevant and personalised content motivates; therefore, it is beneficial to use images with text and to upload student class work to encourage discussion. Besides this, any web-based activities should not only complement classroom aims but also add value by compensating for the limitations of the classroom. For instance, including YouTube clips is beneficial because they are visual and allow students to replay content and work at their own pace. In terms of technical support, it is preferable to have introductory face-to-face computer sessions to aid sign up, navigation and communication. If students have limited online learning experience, it is advisable to scaffold their participation by initially making involvement a course necessity and providing guided tasks. As confidence increases, they are likely to become more independently motivated to contribute in a less structured manner. Nevertheless, according to our study, more directed encouragement will help at first. References Arnold, R and Ryan, M (2003) The Transformative Capacity of New Learning. Melbourne: Australian Council of Deans of Education. Azizinezhad M and Hashemi, M (2011) The use of blogs in teaching and learning translation. Procedia – Social and Behavioral Sciences 28: 867– 871. Dahawy, K and Kamel, S (2009) Using blended learning techniques in knowledge dissemination: lessons learnt from the case of the American University in Cairo. The Electronic Journal on Information Systems in Developing Countries 33. Available online at www.ejisdc.org/ojs2/index.php/ejisdc/article/view/558 Niles, R (2008) News websites need sharper focus, consistent design to attract audience, advertisers. The Online Journalism Review. Available online at www.ojr.org/p1534/ Richards, JC (2005) Tactics for listening. Oxford: Oxford University Press. Singer, FM and Stoicescu, D (2010) Using a blended learning tool to strengthen teaching competences. Procedia Computer Science 3: 1527–1531. Tobin, L (2011) Get a Degree by Blended Learning. Available online at www.guardian.co.uk/education/2011/apr/19/distance-blended-learningdegrees?INTCMP=SRCH A blended learning approach to soft skill training | 205
19 Students’ CALLing: Blended language learning for students Hatice Bilgin Introduction The expansion of online environments into language classrooms is now welcomed, in order to provide a potentially better teaching and learning experience. Osguthorpe and Graham (2003) indicate that as the face-to-face and online learning environments have been combined, the inherent strengths and weaknesses associated with both have been recognised. This combination of online environments with face-to-face learning is called blended learning. The aim in blended learning is to combine the benefits of these two environments in a harmonious way. The combination of a face-to-face instruction environment with an online environment within the same course allows not only capitalising on the advantages of each but also catering for diverse learning styles and the needs of different students. Allan (2007: 8) suggests that blended learning ‘appears to offer the opportunity to combine the best of a number of worlds in constructing a program that fits the particular needs in terms of time, space and technologies of a particular group of students or end-users’. Considering the great potential of blended learning, a study aiming at exploring the effects of a blended language learning (BLL) environment on the achievement and opinions of Turkish university preparatory students studying English as a Foreign Language (EFL) was conducted in Istanbul Technical University School of Foreign Languages. In this study, the ‘blend’ consisted of the completion of required materials and students’ independent self-study phases at a computer with an online learning management system (LMS) called Macmillan English Campus (MEC), and conventional face-to-face classroom learning. Two upper-intermediate level preparatory classes were assigned as experimental and control groups. The students in the experimental class used MEC as part of their courses and self-study, as well as following the required materials of the preparatory programme. The control class followed only the required materials in a face-to-face environment. The students in both classes were given a pre-test, progress-test and post-test. The students in the experimental class were given a student questionnaire followed by a focus group interview in order to investigate their opinions on the blend. This study was carried out in the autumn term of the 2009 –10 academic year at Istanbul Technical University (ITU), where the one-year preparatory English programme is compulsory for all undergraduate students who do not meet the English language proficiency requirements. The participants of this study were from two of the upper-intermediate level classes in ITU School of Foreign Languages. In each class, there were 36 English as a Foreign Language Turkish preparatory Students’ CALLing | 207
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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
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The face-to-face aspect of the cour
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The course covers listening, speaki
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latest, most secure and flexible pr
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Page 139 and 140: the reader/listener as customer) an
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Page 143 and 144: 14 A longitudinal case study of the
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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 and 172: Comments on Part 3 Brian Tomlinson
Page 173 and 174: 17 A thinking-based blended learnin
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
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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 215 and 216: What will the interactional pattern
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Page 219 and 220: Summary This chapter draws on the l
Page 221 and 222: Appendix 1 - Questions for blended
Page 223 and 224: Contributors Peter Aborisade lectur
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Page 227 and 228: Juanita Pardo-González (BA Hons in
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