Blended Learning in English Language Teaching: Course Design and Implementation

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Regardless of the variety of suggested models, guidelines and frameworks authors seem to be united in the belief that ‘determining the right blend isn’t easy or to be taken lightly’ (Hofmann, 2001: 3). This is a sentiment shared by both Sharma (2007) and Neumeier (2005). There are also words of warning from Sharma and Barrett (2007: 8) that ‘a blended learning course run without a principled approach may be seen as an “eclectic” blending together of course components, and can end up as rather a mish-mash … learners may suffer “the worst of both worlds”’. Graham (2004) also notes that a blended learning course can also be comprised of the least effective modes just as easily as the most effective modes, although this is rarely acknowledged. Studies conducted into how best to integrate technology into the curriculum appear to confirm the viewpoints in the preceding paragraph. For example Gillespie and McKee’s (1999: 452) study concluded that ‘CALL – and other technology – should not be brought in piecemeal, but be part of a structured learning environment’. A similar study conducted by Adair-Hauck et al. (1999: 269) also proposed that their results ‘may be interpreted that it is both feasible and desirable to integrate in principled ways TELL activities into the language learning curriculum’. Later studies continue to reach the same conclusion. Yang (2001: 91) summarised a study into web-based research projects at university level by observing that ‘computer learning networks have the potential to empower students in welldesigned learning environments’. The implication being that ‘effective implementation of technology is not accomplished just as an ‘add-on’ to existing tools, it must be synergised into the language learning environment with the support of surrounding educational systems’ (Yang, 2001: 92). Articles by Lin (2003) and Fujieda and Matsuura (2005) also reiterate the importance of integration and Sharpe and Oliver (2007: 49) warn against treating technology as a ‘bolt-on’. However, ‘there is, of course, no single perfect blend – the concept is grounded on the notion of flexibility’ (Lamping, 2004: 7) and must surely be largely context dependent. Furthermore, developing a blend is an iterative process according to Beetham and Sharpe (2007: 8) who believe that ‘effective designs will evolve only through cycles of practice, evaluation and reflection’. Rossett et al. stress that ‘there’s no cookbook for blends’ (2003: 1) and state, with reference to the business world, that ‘the topic cries out for empirical research’. In relation to ELT Neumeier (2005: 176) supports this statement and emphasises that ‘further research is needed in order to enhance the quality of blended learning environments’. Westbrook (2008: 14) concurs, as to his mind most of the research on blended learning has been carried out in the tertiary sector and therefore there is a ‘huge deficit in terms of research on using blended learning by individuals or small language schools’. It is therefore envisaged that the case studies in this publication will inform professional practice and enhance the theory of blended learning course design in ELT by adding to the rather limited current knowledge base. 20 | Introduction
References Adair-Hauck, B Willingham-McLain, L and Earnest Youngs, B (1999) Evaluating the integration of technology and second language learning. CALICO Journal 17/2: 269–306. Banados, E (2006) A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal 23/3: 533–550. Beetham, H and Sharpe, R (2007) ‘An introduction to rethinking pedagogy for a digital age’, in Beetham, H and Sharpe, R (eds) Rethinking Pedagogy for a Digital Age. Abingdon, Oxon: Routledge, 1–10. Brett, P (1996) Using multimedia: an investigation of learners’ attitudes. Computer Assisted Language Learning 9/2–3: 191–212. de Gregorio-Godeo, E (2005) Blended Learning as a Resource for Integrating Self-Access and Traditional Face-to-Face Tuition in EFL Tertiary Education. Available online at http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.122.812 3&rep=rep1&type=pdf Dewar, T and Whittington, D (2004) Calliope Learning: Blended Learning Research Report. Available online at www.calliopelearning.com/wp-content/uploads/2012/08/ blended.pdf Dudeney, G and Hockly, N (2007) How to… Teach English with Technology. Harlow: Pearson Education Limited. Dzuiban, CD, Hartman, JL and Moskal, PD (2004) Blended Learning. Available online at http://net.educause.edu/ir/library/pdf/erb0407.pdf Fujieda, M and Matsuura, H (2005) Japanese EFL Learners’ Attitudes toward CALL. Available online at www.econ.fukushima-u.ac.jp/~matsuura/lla.html Gillespie, J and McKee, J (1999) Does it fit and does it make any difference? Integrating CALL into the Curriculum. Computer Assisted Language Learning 12/5: 441–455. Graham, C (2004) Blended Learning Systems: Definition, Current Trends, and Future Directions. Available online at www.publicationshare.com Gruba, P and Hinkelman, J (2012) Blended Technologies in Second Language Classrooms. Basingstoke: Palgrave Macmillan. Harker, M and Koutsantoni, D (2005) Can it be as effective? Distance versus blended learning in a web-based EAP programme. ReCALL 17/2: 197–216. Hockly, N (2011) Five things you always wanted to know about blended learning (but were afraid to ask). English Teaching Professional 75: 58. Introduction | 21
Page 1 and 2: Blended Learning in English Languag
Page 3 and 4: ISBN 978-0-86355-706-4 © British C
Page 5 and 6: Part 3 - English for Specific Purpo
Page 7 and 8: Acknowledgements We would like to t
Page 9 and 10: To address this deficit I proposed
Page 11 and 12: Introduction This introductory chap
Page 13 and 14: an almost identical definition in h
Page 15 and 16: ■■ Learners’ expectations - l
Page 17 and 18: To achieve a ‘principled approach
Page 19: its weakness in speaking.’ Contra
Page 23 and 24: Rossett, A, Douglis, F and Frazee,
Page 25 and 26: 1 A collaborative online reading an
Page 27 and 28: engaging approach to teaching, wher
Page 29 and 30: page evaluation strategies, and col
Page 31 and 32: Conclusion Students received course
Page 33 and 34: 2 Blended learning in English for A
Page 35 and 36: All in the blend Reports on the app
Page 37 and 38: level of agreement or disagreement
Page 39 and 40: Hyland, K and Hyland, F (1992) Go f
Page 41 and 42: Why blend? The decision to offer th
Page 43 and 44: to complete during the before, whil
Page 45 and 46: In addition, there are a number of
Page 47 and 48: Turgut, Y (2009) ‘EFL learners’
Page 49 and 50: ■■ English for Academic Purpose
Page 51 and 52: Figure 1: Stages of the incorporati
Page 53 and 54: Table 3: Schedule for Unit 1 Week U
Page 55 and 56: Internet - links and WebQuests: Som
Page 57 and 58: References Allan, M (1985) Teaching
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Page 67 and 68: and instructional design of the onl
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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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of telecoms engineers, but it was w
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15 Using a wiki to enhance the lear
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The ‘history feature’ which can
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Figure 4: Student created listening
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Teaching methodology The blended de
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Figure 8: Student reaction to probl
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Lund, A (2008) Wikis: a collective
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hazard a guess that it was over con
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the management of the centres would
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There was a steady increase in the
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3. User experience - feedback on th
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17 A thinking-based blended learnin
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In each of the above parts, the lea
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Figure 1: Cycle of working with gra
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Model by JP, Form 10 Structure Mode
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Recommendation 2 Ensure that the on
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Sokol, A (2008) Development of Inve
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Moreover, as a result of increased
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In general, the students remarked t
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19 Students’ CALLing: Blended lan
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The students were taken to the comp
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When considering blended learning,
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Introducing Macmillan English Campu
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In both scenarios, the ratio of con
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attending scenario 1 courses. The o
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Conclusion Claire Whittaker
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Table 1: Neumeier’s (2005) framew
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Reasons given in the literature for
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Software Author and Chapter New Lea
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Keedwell’s (Chapter 13) blend on
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Table 7: Learning theories, languag
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What will the interactional pattern
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Whittaker (Chapter 16) believed tha
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Summary This chapter draws on the l
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Appendix 1 - Questions for blended
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Contributors Peter Aborisade lectur
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Jody Gilbert taught in post-seconda
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Juanita Pardo-González (BA Hons in
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The British Council is pleased to o
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