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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experimental class outperformed the control class (F(2, 116) = 4.002, p= .021).<br />
This, of course, could be attributable to the power of the onl<strong>in</strong>e materials but it<br />
could also be a consequence of the extra learn<strong>in</strong>g time this class were given, their<br />
extra exposure to <strong>English</strong> or of a match between the tasks <strong>in</strong> the tests <strong>and</strong> those <strong>in</strong><br />
the onl<strong>in</strong>e materials.<br />
The results of the student questionnaire revealed that nearly all of the students<br />
considered that MEC helped them improve their <strong>English</strong>. However, most of them did not<br />
want to have an onl<strong>in</strong>e component <strong>in</strong> their conventional learn<strong>in</strong>g. The analysis of the<br />
<strong>in</strong>terviews revealed that the compulsory use of the onl<strong>in</strong>e materials, the design of the<br />
programme <strong>and</strong> lack of pr<strong>in</strong>t materials were important reasons for students’ discontent.<br />
Blend<strong>in</strong>g face-to-face teach<strong>in</strong>g with an onl<strong>in</strong>e programme as supplementary can<br />
be used to improve the achievement of students study<strong>in</strong>g <strong>English</strong> as a Foreign<br />
<strong>Language</strong> (Al-Jarf, 2004; Al-Jarf, 2005; Bañados, 2006; Pazio, 2010). Teachers can<br />
assign complementary resources to students to improve their learn<strong>in</strong>g <strong>and</strong> engage<br />
them with <strong>English</strong> outside the class. Incorporat<strong>in</strong>g onl<strong>in</strong>e tools such as an onl<strong>in</strong>e<br />
LMS <strong>and</strong> authentic materials like articles <strong>and</strong> podcasts <strong>in</strong> class can foster student<br />
learn<strong>in</strong>g. However, the <strong>in</strong>terview results <strong>in</strong>dicated that students valued pr<strong>in</strong>t materials<br />
over purely onl<strong>in</strong>e resources <strong>in</strong> their learn<strong>in</strong>g, which suggested that students might<br />
prefer to have paper materials over purely onl<strong>in</strong>e ones when study<strong>in</strong>g. It seems<br />
that as we mostly assume that students of our time are technology oriented, we<br />
might mistakenly take it for granted that they will appreciate onl<strong>in</strong>e materials readily.<br />
Stracke (2007) suggests that there is a need to carefully plan a blended course,<br />
provid<strong>in</strong>g students with comprehensive teacher <strong>and</strong> document guidance.<br />
Therefore, when we are design<strong>in</strong>g a blended course, we should f<strong>in</strong>e-tune<br />
the balance between the onl<strong>in</strong>e materials <strong>and</strong> paper-based materials.<br />
If students use an onl<strong>in</strong>e programme for the first time, it will take some time for<br />
them to get used to it. The way students are used to study<strong>in</strong>g should be taken<br />
<strong>in</strong>to consideration. In a report on the Hybrid <strong>Course</strong> Project at the University of<br />
Wiscons<strong>in</strong>, Aycock, Garnham, <strong>and</strong> Kaleta (2002) <strong>in</strong>dicate that ‘students don’t grasp<br />
the blend readily’. They also <strong>in</strong>dicate that many of the students don’t perceive time<br />
spent <strong>in</strong> lectures as ‘work’, but they see time spent onl<strong>in</strong>e as ‘work’, even if it is time<br />
they would have spent <strong>in</strong> class <strong>in</strong> a traditional course. In this study, the compulsory<br />
use of the onl<strong>in</strong>e programme was one of the reasons for student discontent. It seems<br />
that although students today are very technology oriented <strong>in</strong> their daily lives, they<br />
may not be as eager <strong>in</strong> their learn<strong>in</strong>g.<br />
This study offers some <strong>in</strong>sights <strong>in</strong>to blended language learn<strong>in</strong>g by show<strong>in</strong>g a group<br />
of Turkish university upper-<strong>in</strong>termediate level EFL students’ engagement <strong>in</strong> a<br />
particular onl<strong>in</strong>e commercial LMS as part of their courses. The results <strong>in</strong>dicate that<br />
teach<strong>in</strong>g <strong>English</strong> blend<strong>in</strong>g face-to-face teach<strong>in</strong>g with an onl<strong>in</strong>e LMS can be beneficial<br />
over solely <strong>in</strong>-class teach<strong>in</strong>g, by provid<strong>in</strong>g an extensive range of authentic materials<br />
as well as a more learner-centred medium of <strong>in</strong>struction, which can complement<br />
classroom-based activities.<br />
210 | Students’ CALL<strong>in</strong>g