Blended Learning in English Language Teaching: Course Design and Implementation

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as being optional, which allows the student a degree of flexibility and autonomy. A number of the authors considered this in the design of their blends, for example, Ingham (Chapter 15) states, ‘The face-to-face aspects of the course were compulsory …. In contrast, contributing to wiki was optional as it was experimental.’ Hirst and Godfrey (Chapter 9) also incorporated optional tasks into their blend to ‘[promote] participant interaction and self-responsibility’. However, difficulties were encountered in a couple of designs from either making the modes compulsory or optional. Bilgin (Chapter 19) found that ‘the compulsory use of the online program was one of the reasons for student discontent’. Whilst the optional component of using web-based resources in Fleet’s (Chapter 18) blend failed because ‘… students regarded the online material as a course extension rather than an integral part. This expectation may be a fundamental reason why collective online interaction was not extensive. Although there had been logical reasons for making participation voluntary, had online interaction been compulsory, greater participation would have undoubtedly occurred’. How will the modes complement each other? One of the reasons that students leave blended learning courses according to Stracke (2007a: 57) is due to ‘a perceived lack of support and connection/ complementarity between the f2f and computer-assisted components of the “blend”….’ This is also one of Sharma and Barrett’s guiding principles for blended learning course design: ‘use technology to complement and enhance F2F teaching’ (2007: 13–14). In the blend I redesigned this was one of my guiding principles and to achieve it we linked the content of the three modes to a relatively high degree either by grammar, vocabulary or topic. For example, the REWARD (Greenall, 2002) software that was used in the computer mode was grammatically linked to the General English coursebooks Headway (Soars and Soars, 2006) and Going for Gold (Acklam and Crace, 2003) that were used in the face-to-face mode. This complementarity aspect was also widely referred to in the case studies, with Fleet (Chapter 18) stating ‘There should therefore be a definite topic and skills link between class-based and online work, which learners need to be made aware of.’ What methodology will the blend employ? According to Levy, cited in Neumeier (2005: 172), CALL methodology is ‘predominantly expressed through the design of the computer programme’ and this can result in it being somewhat limited and repetitive. In the face-to-face mode, however, it is the teacher who determines the methodology and the choices open to them are far greater. The methodology of each of the modes should therefore be considered, with variety being the aim when designing a blended learning course so as to appeal to as many learning styles as possible. Reference is made in the case studies to a wide range of learning theories (such as behaviourism, connectivism and constructivism), and language teaching approaches and methods (see Table 7). Conclusion | 233
Table 7: Learning theories, language teaching methods and approaches Learning theories and language teaching approaches and methods A student-centred, experiential learning approach to instruction framed the design 234 | Conclusion Author/Chapter Gilbert, Chapter 1 Project-based learning approach Gilbert, Chapter 1 …a combination of process and product approaches with some elements of genre approach to writing Eydelman, Chapter 3 Different aspects of peer-editing pedagogy Eydelman, Chapter 3 Student/learner centred approach Gilbert, Chapter 1; Ingham, Chapter 15; Fleet, Chapter 18; Pardo-Gonzalez, Chapter 4; Eydelman, Chapter 3; Douglas and Paton, Chapter 10; Bilgin, Chapter 19 Situative perspective of learning Kern, Chapter 11; Beagle and Davies, Chapter 12 Face-to-face component uses a communicative training approach Dudeney and Hockly, Chapter 6; Whittaker, Chapter 16 Skill theory view of learning Bo and O’Hare, Chapter 7 Thinking approach to language teaching and learning Sokol et al., Chapter 17 A task-based approach Russell, Chapter 14 A ‘flipped’ approach Peachey, Chapter 5 A form of ‘loop input’, a style of experiential teacher training process that involves an alignment of the process and content of learning Peachey, Chapter 5 Reflective learning Bo and O’Hare, Chapter 7 Independent, self-paced study Beagle and Davies, Chapter 12 Behaviourist approach Whittaker, Chapter 16 Problem-based approach Whittaker, Chapter 16 Constructivist/constructivism Gilbert, Chapter 1; Whittaker, Chapter 16 Socio-constructivism/ socio-constructivist approach Connectivist/connectivism Peachey, Chapter 5 Hirst and Godfrey, Chapter 9; Douglas and Paton, Chapter 10; Ingham, Chapter 15 Transmission approach Bo and O’Hare, Chapter 7 Where will the course take place? Blended learning means that learning is no longer restricted to the classroom and can take place in a wide range of locations at times that are convenient to the learner. However, Neumeier (2005) believes that familiarity with a learning environment, or the ability to become familiar with it, is vital for learning to take place. It is therefore advisable when determining locations to view them from the student’s perspective and maybe to ‘anchor’ one of the modes to a location to generate a feeling of stability. Initially this seems like a less valuable consideration although I can relate to the idea that you need to be familiar with an environment for learning to take place, as there are always places where I simply cannot study as I do not associate them with that activity.
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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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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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Page 171 and 172: Comments on Part 3 Brian Tomlinson
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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 219 and 220: Summary This chapter draws on the l
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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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Blended Learning in English Language Teaching: Course Design and Implementation

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