Blended Learning in English Language Teaching: Course Design and Implementation

Recommendations

Info

Alexander Sokol, PhD, is principal developer of the Thinking Approach (TA) to language teaching and learning, a teacher educator and a course designer. Alexander taught English at a secondary level for 13 years, including teaching blended courses. His co-writers for this paper are Edgar Lasevich, Renata Jonina and Marija Dobrovolska-Stoian. All of the authors of this paper are collaborating on developing learning tools, materials and curricula for an integrated development of language and thinking skills of learners. The approach is being used in more than ten European countries and the materials are available in various languages. The team is also involved in developing teacher education programmes on teaching thinking and bringing the culture of thinking in work of various organisations. Detailed information on all these projects can be found at www.ta-group.eu Brian Tomlinson is a Visiting Professor at Leeds Metropolitan University and a TESOL Professor at Anaheim University. He has worked as a teacher, teacher trainer, curriculum developer, football coach and university academic in Indonesia, Japan, Nigeria, Oman, Singapore, UK, Vanuatu and Zambia and has given presentations in over 60 countries. In 1993 he founded MATSDA (the international Materials Development Association) and he is now President of the association. His many publications include Discover English (with Rod Bolitho); Openings; Materials Development in Language Teaching; Developing Materials for Language Teaching; Research for Materials Development in Language Learning (with Hitomi Masuhara) and Applied Linguistics and Materials Development. Ron White is former Director of the Centre for Applied Language Studies, the University of Reading, UK, Ron White has 30 years’ experience of teaching and managing in Britain, the Pacific and Japan. He has worked as a consultant for Cambridge ESOL, and was involved in the initial development of the TKT (Teaching Knowledge Test) and in the revision of the DELTA. He is co-author of From Teacher to Manager, and has been a trainer on the International Diploma in Language Teaching Management since its inception. Claire Whittaker is the Head of Learning and Teaching at Bell and is based in Cambridge. For a number of years she worked overseas with the British Council as a teacher, teacher trainer and project manager in Bosnia and Herzegovina, Poland, Tajikistan, Ukraine and Uzbekistan. She has also consulted on ELT projects in Kazakhstan, Kyrgyzstan, Serbia and Nigeria. She is a member of the British Council’s English Language Advisory Group and holds a Doctor of Education (EdD) in Teaching English to Speakers of Other Languages from the University of Exeter. 252 | Contributors
The British Council is pleased to offer this new collection of papers on the subject of blended learning. Teachers and course designers increasingly include technologymediated learning in their courses, yet little has been written on the principles to be applied in blending elements which use technology with more traditional face-to-face teaching in the same course. This volume contributes to the creation of those principles through the exposition and discussion of 20 case studies from the world of English Language Teaching, including English for Academic and Specific Purposes and teacher education as well as mainstream English as a Foreign Language teaching. This work will be useful for teachers designing courses as well as students on teacher training and academic courses in the areas of education, language teaching, and applied linguistics. Professor Brian Tomlinson, co-editor, is the Founder and President of MATSDA (the Materials Development Association). He has worked as a teacher, teacher trainer, curriculum developer and university academic in eight countries and has published many books and articles on methodology and materials. Dr Claire Whittaker, co-editor, is the Head of Learning and Teaching at Bell. Prior to this she worked overseas with the British Council as a teacher, trainer and project manager in Bosnia and Herzegovina, Poland, Ukraine and Uzbekistan. ISBN 978-0-86355-706-4 © British Council 2013 / C526 The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities. 1 | Section
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 and 20:
its weakness in speaking.’ Contra
Page 21 and 22:
References Adair-Hauck, B Willingha
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
Page 59 and 60:
My advice to intending EAP course d
Page 61 and 62:
5 A blended learning teacher develo
Page 63 and 64:
The face-to-face element Because of
Page 65 and 66:
ookmarking because social bookmarki
Page 67 and 68:
and instructional design of the onl
Page 69 and 70:
Encourage learner autonomy and refl
Page 71 and 72:
packages, setting up online account
Page 73 and 74:
Clearly there are advantages to hav
Page 75 and 76:
Lessons learned When deciding what
Page 77 and 78:
References Osguthorpe, RT and Graha
Page 79 and 80:
The learner and the context Althoug
Page 81 and 82:
typically involve writing or applyi
Page 83 and 84:
where possible, to bring them toget
Page 85 and 86:
8 Blended learning: The IDLTM exper
Page 87 and 88:
learning and characteristics, and k
Page 89 and 90:
There is a fourth activity type in
Page 91 and 92:
their own style of learning. At the
Page 93 and 94:
Garrison, D and Vaughan, ND (2007)
Page 95 and 96:
variety of teaching contexts (e.g.
Page 97 and 98:
Figure 3: The homepage in a Module
Page 99 and 100:
Figure 5: The projects page carries
Page 101 and 102:
adding things in response to feedba
Page 103 and 104:
Appendix 1 Extract showing first th
Page 105 and 106:
■■ Cambridge ESOL was reporting
Page 107 and 108:
■■ Including later units on, fo
Page 109 and 110:
The rationale behind the blend The
Page 111 and 112:
Figure 2: An example screen from a
Page 113 and 114:
environment and to meet the student
Page 115 and 116:
■■ Fine-tuning of online course
Page 117 and 118:
Comments on Part 2 Brian Tomlinson
Page 119 and 120:
Learning a new language and reflect
Page 121 and 122:
11 Blended learning: Podcasts for t
Page 123 and 124:
to the content (see below). Additio
Page 125 and 126:
Making recommendations My friend An
Page 127 and 128:
Sustainability Blended learning oft
Page 129 and 130:
Kukulska-Hulme, A and Shield, A (20
Page 131 and 132:
The face-to-face aspect of the cour
Page 133 and 134:
The course covers listening, speaki
Page 135 and 136:
latest, most secure and flexible pr
Page 137 and 138:
not so much for language improvemen
Page 139 and 140:
the reader/listener as customer) an
Page 141 and 142:
2. ‘Technology is only important
Page 143 and 144:
14 A longitudinal case study of the
Page 145 and 146:
In the next version (v3) of the cou
Page 147 and 148:
of a blend in Collis and Moonen’s
Page 149 and 150:
of telecoms engineers, but it was w
Page 151 and 152:
15 Using a wiki to enhance the lear
Page 153 and 154:
The ‘history feature’ which can
Page 155 and 156:
Figure 4: Student created listening
Page 157 and 158:
Teaching methodology The blended de
Page 159 and 160:
Figure 8: Student reaction to probl
Page 161 and 162:
Lund, A (2008) Wikis: a collective
Page 163 and 164:
hazard a guess that it was over con
Page 165 and 166:
the management of the centres would
Page 167 and 168:
There was a steady increase in the
Page 169 and 170:
3. User experience - feedback on th
Page 171 and 172:
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
Page 177 and 178: Figure 1: Cycle of working with gra
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
Page 187 and 188: In general, the students remarked t
Page 189 and 190: 19 Students’ CALLing: Blended lan
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
Page 197 and 198: In both scenarios, the ratio of con
Page 199 and 200: attending scenario 1 courses. The o
Page 201 and 202: Comments on Part 4 Brian Tomlinson
Page 203 and 204: Conclusion Claire Whittaker
Page 205 and 206: Table 1: Neumeier’s (2005) framew
Page 207 and 208: Reasons given in the literature for
Page 209 and 210: Software Author and Chapter New Lea
Page 211 and 212: Keedwell’s (Chapter 13) blend on
Page 213 and 214: Table 7: Learning theories, languag
Page 215 and 216: What will the interactional pattern
Page 217 and 218: Whittaker (Chapter 16) believed tha
Page 219 and 220: Summary This chapter draws on the l
Page 221 and 222: Appendix 1 - Questions for blended
Page 223 and 224: Contributors Peter Aborisade lectur
Page 225 and 226: Jody Gilbert taught in post-seconda
Page 227: Juanita Pardo-González (BA Hons in
show all

Blended Learning in English Language Teaching: Course Design and Implementation

Create successful ePaper yourself

Delete template?

Save as template?