Blended Learning in English Language Teaching: Course Design and Implementation

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Hocutt, R (2001) The Second e-Learning Wave. Training Magazine 38/9: 96. 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 Jones, C (1986) It's not so much the program, more what you do with it: the importance of methodology in CALL. System 14/2: 171–178. Kerres, M and de Witt, C (2003) A didactical framework for the design of blended learning arrangements. Journal of Educational Media 28/2–3: 101–113. Lamping, A (2004) Blended Language Learning. Available online at www.bbc.co.uk/ languages/tutors/blended_learning/blended_learning_report.pdf Leakey, J and Ranchoux, A (2006) BLINGUA. A blended language learning approach for CALL. Computer Assisted Language Learning 19/4: 357–372. Lin, A (2003) An initial study on EFL Learners’ attitudes towards multimedia application in language learning. Teaching English with Technology 3/2. Available online at www.tewtjournal.org/VOL%203/ISSUE%202/01_ANINITIALSTUDY.pdf MacDonald, J (2006) Blended Learning and Online Tutoring. Aldershot, Hampshire: Gower. Marsh, GE, McFadden, AC and Price, BJ (2003) Blended Instruction: Adapting Conventional Instruction for Large Classes. Available online at www.westga. edu/~distance/ojdla/winter64/marsh64.htm Masie, E (2006) ‘The blended learning imperative’, in Bonk, C and Graham, C (eds) Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing, 22–26. 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. Nicolson, M, Murphy, L and Southgate, M (eds) (2011) Language Teaching in Blended Contexts. Edinburgh: Dunedin Academic Press. Oliver, M and Trigwell, K (2005) Can ‘blended learning’ be redeemed? E-Learning 2/1: 17–26. Osguthorpe, RT and Graham, CR (2003) Blended learning systems: Definitions and directions. Quarterly Review of Distance Learning 4/3: 227–234. Reid-Young, A (n.d.) The Key to E-learning is B-learning. Available online at www.hci.au/hcisite5/library/materials/B-learning.htm 22 | Introduction
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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: References Adair-Hauck, B Willingha
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
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■■ 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
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Learning a new language and reflect
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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
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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
Page 167 and 168:
There was a steady increase in the
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3. User experience - feedback on th
Page 171 and 172:
Page 173 and 174:
17 A thinking-based blended learnin
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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
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Recommendation 2 Ensure that the on
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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
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In both scenarios, the ratio of con
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attending scenario 1 courses. The o
Page 201 and 202:
Page 203 and 204:
Conclusion Claire Whittaker
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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
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Summary This chapter draws on the l
Page 221 and 222:
Appendix 1 - Questions for blended
Page 223 and 224:
Contributors Peter Aborisade lectur
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Jody Gilbert taught in post-seconda
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Juanita Pardo-González (BA Hons in
Page 229:
The British Council is pleased to o
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