Blended Learning in English Language Teaching: Course Design and Implementation

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language proficiency tests brought an understanding of the learning and teaching requirements of online delivery. Graeme has successfully integrated this knowledge into REW’s Beyond Level 4 blended learning products. Jacqueline Douglas has been an English language teacher since 1997, working in the UK, Turkey, Spain and Bolivia. She is also an experienced teacher trainer and has delivered courses in the UK, China, Thailand, Bolivia, Peru and Saudi Arabia. She has worked as a CELTA tutor for eight years, delivering courses at International House, London. Additionally she is a CELTA Assessor. Among various in-house materials development projects at IH London, Jacqueline helped to write the Cambridge CELTA Online. She also taught demonstration lessons for the online input and worked as Teaching Practice Tutor on the Pilot Course in 2011. She has recently completed an MA with Norwich Institute of Language Education, focusing on Learner Autonomy and Materials Development. Gavin Dudeney is Director of Technology of The Consultants-E, an online teacher training and development consultancy. He has been involved in English as a Foreign Language (EFL) teaching and teacher training since 1989, and has (co-)authored a number of methodology books on ICT in English Language Teaching (ELT) including The Internet & The Language Classroom, How to Teach English with Technology, and most recently Digital Literacies (2013). He is currently working on a book about mobile learning, with Nicky Hockly. Natalya Eydelman has been teaching English for about 20 years but still finds teaching exciting and challenging. Throughout her career she has taught a variety of courses, with academic writing and ICT for ELT Methods courses among her favourites. For several years now she has been teaching them as blends. She has taught a number of INSET courses devoted to the use of technology in the classroom in face-to-face and blended modes. Natalya has also worked as a moderator of an online course ICT in ELT for the British Council. In 2010 she completed a course of study in the master’s programme in TESOL and ICT at the University of Leeds on a Hornby Trust Scholarship. Her thesis is devoted to the study of affordances and limitations of asynchronous tools such as blogs and wikis for peer-editing. She has presented the results of her research at a number of national and international conferences, including IATEFL (2010 –12). Presentations included Peer commentary made better (2012), Peer-editing using MS Word, blogs, and wikis: how to make the most of them? (2011), and Using Writing Portfolios in Academic Writing Courses (2010). Liz Fleet is a teacher trainer and English teacher. At the time of this case study, she worked for the British Council as an Assistant Programme Manager at Al Azhar English Training Centre in Cairo. She currently works at Liaoning University in China. She specialises in ICT integration and has a master’s degree in Digital Technologies Communication and Education. She has wide experience of using online learning platforms in ELT and has designed various wiki-blended courses, in relation to general and academic English. 248 | Contributors
Jody Gilbert taught in post-secondary contexts in China for two years, and has taught EAP in Canada for 12 years. He has special interests in content-based instruction, reading instruction, and web-based tools for enhanced language learning, and uses the Moodle VLE to support blended course projects including collaborative vocabulary journals, project-based collaborative reports, and pre-arrival courses for short-term university exchange groups. Jody currently works as a Programme Co-ordinator at Bow Valley College in Calgary, Canada. Contact: jgilbert@bowvalleycollege.ca. Tom Godfrey has worked as an EFL teacher and teacher trainer in a variety of countries. He is Director of International Training Institute (ITI), which is a centre for teacher training and development and an ELT consultancy in Istanbul. He currently runs teacher-training courses leading to the Cambridge ESOL qualifications. He is an ELT consultant specialising in Curriculum Design and Teacher Education. He completed his EdD at Exeter University, UK. He is the founder of Speech Bubbles, which is a theatre company that performs to raise money for charities that support education and children in Turkey. Stephen Heap is a Director of Studies at the Institute of Continuing and TESOL Education at the University of Queensland, and has been the Brisbane co-ordinator of the International Diploma in Language Teaching Management since 2001. He has an MA from the University of Birmingham as well as the IDLTM, and has carried out a variety of teaching, teacher training, management and TESOL consultancy-related work from Britain to Brunei, Malta to Malaysia, and from Nigeria to North Korea. Sally Hirst works as Director of DELTA training at ITI, Istanbul. She has taught language in a variety of contexts and specialises in Business English. She has trained on CELTA, ICELT and DELTA courses. She tutors online for the Distance DELTA. She has an MSc in TESOL from Aston University, UK. Andy Hockley is a freelance educational management consultant and teacher trainer based in deepest Transylvania. After 15 years of teaching English worldwide, he moved into management and worked as an educational project manager at the School for International Training (USA), including participating in the curriculum working party that developed the International Diploma in Language Teaching Management (IDLTM). He has been co-ordinating and training on the IDLTM since its inception in 2001. He is co-author, with Ron White, of From Teacher to Manager (CUP, 2008). Nicky Hockly is Director of Pedagogy of The Consultants-E, an online teacher training and development consultancy. She has been involved in EFL teaching and teacher training since 1987, and has co-authored a number of methodology books on ICT in ELT including How to Teach English with Technology, Teaching Online and most recently Digital Literacies (2013). She has published an e-book, Webinars: A Cookbook for Educators (the-round.com), and is currently working on a book about mobile learning with Gavin Dudeney. She maintains a professional blog, E-moderation Station, at www.emoderationskills.com. Contributors | 249
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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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3. User experience - feedback on th
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Comments on Part 3 Brian Tomlinson
Page 173 and 174: 17 A thinking-based blended learnin
Page 175 and 176: In each of the above parts, the lea
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Page 179 and 180: Model by JP, Form 10 Structure Mode
Page 181 and 182: Recommendation 2 Ensure that the on
Page 183 and 184: Sokol, A (2008) Development of Inve
Page 185 and 186: Moreover, as a result of increased
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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
Page 221 and 222: Appendix 1 - Questions for blended
Page 223: Contributors Peter Aborisade lectur
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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