Blended Learning in English Language Teaching: Course Design and Implementation

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Dudeney, G and Hockly, N (2007) How to… Teach English with Technology. Harlow: Pearson Education Limited. Greenall, S (2002) Reward CD-ROM. Oxford: MacMillan Education. Gruba, P and Hinkelman, D (2012) Blended Technologies in Second Language Classrooms. Basingstoke: Palgrave Macmillan. Hockly, N (2011) Five things you always wanted to know about blended learning (but were afraid to ask). English Teaching Professional 75: 58. Hofmann, J (2001) Blended Learning Case Study. Available online at www.pttmedia.com/newmedia_knowhow/KnowHow_Design/Instructional%20Design/ iLive/Blended%20Learning%20Case%20Study.htm Levy, M and Stockwell, G (2006) CALL Dimensions. Options and Issues in Computer- Assisted Language Learning. New York, USA: Lawrence Erlbaum Associates. Littlewood, W (1996) Autonomy: An anatomy and a framework. System 24/4: 427– 435. Mayes, T and de Freitas, S (2007) ‘Learning and e-learning: the role of theory’, in Beetham, H and Sharpe, R (ed) Rethinking Pedagogy for a Digital Age. Abingdon, Oxon: Routledge, 13 – 25. Neumeier, P (2005) A closer look at blended learning – parameters for designing a blended learning environment for language teaching and learning. ReCALL 17/2: 163–178. Sharma, P (2006) Technical support. EL Gazette, 315, March, 17. Sharma, P and Barrett, B (2007) Blended Learning. Oxford: Macmillan. Sharpe, R and Oliver, M (2007) ‘Designing courses for e-learning’, in Beetham, H and Sharpe, R (ed). Rethinking Pedagogy for a Digital Age. Abingdon, Oxon: Routledge, 41–51. Shaw, S and Igneri, N (2006) Effectively Implementing a Blended Learning Approach. Available online at http://wvuheducation.com/LinkClick.aspx?fileticket=7Hhk4Bw4lyg %3D&tabid=148 Soars, L and Soars, J (2006) New Headway: Elementary Third Edition: Students’ Book. Oxford: Oxford University Press. Stracke, E (2007a) A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL,19/1: 57–78. Stracke, E (2007b) ‘Conflicting voices: blended learning in a German university foreign language classroom’, in Miller, L (ed). Autonomy in the Classroom 9. Dublin: Authentik Language Learning Resources Ltd., 85–103. Conclusion | 241
Appendix 1 – Questions for blended learning course designers 1. Context What are the reasons for blending? What are the limiting factors? 2. Course design What are you going to blend? What is the lead mode going to be? Which mode will set the pace? How much time will the learners spend on each mode? What will the pedagogic purpose of the modes be? How will the modes be arranged in the timetable? What is the optimal length of time for each session? How many sessions will the timetable include? How much choice will the learners be given in the blend? How will the modes complement each other? What methodology will the blend employ? Where will the course take place? How do I design for a ‘suite of courses’? 3. Learners and teachers/tutors Who will be involved in the design process? What will the interactional patterns be? What will the learners and teachers/tutors roles be? What level of autonomy will be expected from learners? How will learners be supported in the transition to a blended approach? How will the teachers/tutors be supported in the transition to a blended approach? What will the ratio of learners to teachers/tutors be? 4. Evaluating and developing the blend How will the blend be evaluated? How will the blend evolve? Appendix 1 – Questions for blended learning course designers | 243
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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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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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Page 171 and 172: Comments on Part 3 Brian Tomlinson
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Page 181 and 182: Recommendation 2 Ensure that the on
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Page 191 and 192: The students were taken to the comp
Page 193 and 194: When considering blended learning,
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: Summary This chapter draws on the l
Page 223 and 224: Contributors Peter Aborisade lectur
Page 225 and 226: Jody Gilbert taught in post-seconda
Page 227 and 228: Juanita Pardo-González (BA Hons in
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