Blended Learning in English Language Teaching: Course Design and Implementation

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Blended Learning in English Language Teaching: Course Design and Implementation Edited by Brian Tomlinson and Claire Whittaker
ISBN 978-0-86355-706-4 © British Council 2013 Brand and Design/C526 10 Spring Gardens London SW1A 2BN, UK www.britishcouncil.org
Page 1: Blended Learning in English Languag
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:
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:
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 and 228:
Juanita Pardo-González (BA Hons in
Page 229:
The British Council is pleased to o
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Blended Learning in English Language Teaching: Course Design and Implementation

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