Blended Learning in English Language Teaching: Course Design and Implementation

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Sharma, P and Barret, B (2007) Blended Learning: Using Technology in and Beyond the Language Classroom. Oxford: Macmillan Education. US Department of Education, Office of Planning, Evaluation, and Policy Development (2009) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington, DC. Lessons in blended learning | 219
Comments on Part 4 Brian Tomlinson There is no doubt that General English courses in schools and tertiary institutions are unable to devote enough classroom time to facilitate the effective acquisition of a second language (Barker, 2011). General English learners typically do not get enough exposure to the language in use and they do not get enough opportunities to communicate nor to make discoveries about the language for themselves. As a result, only those learners with the motivation and opportunities to seek language experience outside the classroom manage to actually acquire communicative competence in the target language. Blended learning courses, as pointed out in the chapters in Part 4, are one solution to this problem, especially if they follow up work done face-to-face in order to provide online opportunities for exposure, discovery and use. Another benefit pointed out in the chapters in Part 4, as well as in many other chapters in other parts of the book, is the potential which blended learning offers for independent learning. The online components can not only provide each learner with the possibility of recycling at their own speed and in their own time what they have already experienced, but can also offer extra opportunities for further learning both from course-specific materials and from materials from other web sources. In addition, such experiences can help the General English student to become less dependent on teachers and more self-reliant both during the course and in subsequent language learning experiences. Many contributors to the book stress though, that such independent experience can be enhanced by face-to-face preparation and follow up in class guided by a teacher. Preparation for future courses is another potential benefit for General English students in relation to future academic or professional courses, which are becoming increasingly likely to be delivered using a blended learning approach. Most contributors to this book agree that unfamiliarity with blended learning can initially hold learners back and that the more familiar with, and enthusiastic about, blended learning the learners are at the beginning of a course the more likely they are to maximise their benefit from it. Therefore, if students have done a blended learning General English course, they are more likely to gain from a subsequent English for Academic Purposes (EAP) or English for Specific Purposes (ESP) course which uses a blended learning approach. This is a powerful argument but I would not like to see it used as the main reason for imposing blended learning in situations where it is inappropriate. I am thinking, for example, of poorly resourced secondary schools from which most students are unlikely to progress to tertiary or professional courses in English, and which are struggling to provide basic library resources. Even more inappropriate would be to impose blended learning on primary school learners of English because it is modern, fashionable and a preparation for future courses. Such learners are in no hurry to acquire English and they need to have social fun whilst learning it (Ghosn 2013; Rixon, 2013). I have seen seven-year olds enjoying playing with English, developing social skills and gaining positive attitudes towards English Comments on Part 4 | 221
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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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not so much for language improvemen
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the reader/listener as customer) an
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2. ‘Technology is only important
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14 A longitudinal case study of the
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In the next version (v3) of the cou
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of a blend in Collis and Moonen’s
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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 203 and 204: Conclusion Claire Whittaker
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Blended Learning in English Language Teaching: Course Design and Implementation

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