Blended Learning in English Language Teaching: Course Design and Implementation

Recommendations

Info

discussions going during such disruptions. Teachers are also able to continue the facilitation of learning, cover the curriculum in depth, check students’ understanding of ideas and concepts, and provide feedback. We have learned that teacher roles are changing, as learners’ engagement is enhanced by the creation of new learning environments and as they take more decisions in the process. On the downside, however, poor technology infrastructure and inadequate facilities exert great pressure on the most willing students and staff, in terms of effort, time and finance. Teachers are unable to respond to all questions and posts because of large numbers. Also worth noting are the technology downtimes and inadequate bandwidth problems, coupled with not having backup servers, which make us lose data constantly. Training requirements for academic and technical staff are issues anyone in our context must pay attention to when going in for blended learning. Conclusion The much talked about digital divide is a reality. In a developing country such as Nigeria, the obstacles to educational change are myriad. They include the generic issues of strategy, perceptions and e-readiness; human and contextual issues, and resources of time, cost and technology. The gap can be bridged by teachers who are daring and resourceful and students can be sources of expertise. But as has been shown above, change is possible: we can increase students’ work hours and help students speak English more and better, interact more and learn more independently. References Aborisade, PA (2009) Investigating a Nigerian XXL-cohort wiki-learning experience: observation, feedback and reflection. Electronic Journal of e-Learning 7/3: 191–202. Available online at www.ejel.org Beatty, K (2003) Teaching and Researching Computer-Assisted Language Learning. Essex: Pearson Education Ltd. Bloor, M and St John, MJ (1988) ‘Project writing: The marriage of process and product’ in ELT Documents: 129. Modern English Publications in association with the British Council. Boulton, H (2008) Managing e-Learning: what are the Real Implications for Schools? The Electronic Journal of e-Learning 6/1: 11–18. Available online at www.ejel.org Dudeney, G and Hockly, N (2007) How to Teach English with Technology. Essex: Pearson Education Ltd. Dudley-Evans, T (1984) ‘The team-teaching of writing skills’ in Williams, R, Swales, J and Kirkman, J (eds) Common Ground: Shared Interests in ESP and Communication Studies. ELT Documents: 117, Pergamon Press. Graham, C (2006) ‘Blended learning systems: definition, current trends and future directions’, in Bonk, C and Graham, C (eds) Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer. 40 | Blended learning in English for Academic Purposes courses
Hyland, K and Hyland, F (1992) Go for gold: integrating process and product in ESP. English for Specific Purposes 11: 225–242. Ihemere, KU (2006) A basic description and analytic treatment of noun clauses in Nigerian pidgin. Nordic Journal of African Studies 15/3: 296–313. LoCastro, V (2001) Teaching English to large classes. TESOL Quarterly 35/3: 493–496. Marchese, L and Shnukal, A (1983) Creolization of Nigerian Pidgin English: a progress report. English World-Wide 4: 17–26. Murray, DE (2000) Changing technologies, changing literacy communities? Language Learning and Technology 4/2: 43–58. Reynard, R (2007) Hybrid learning: challenges for teachers. THE Journal. Available online at http://thejournal.com/Articles/2007/05/17/Hybrid-Learning-Challenges-for- Teachers.aspx Rodriguez, MA and Anicete, RCA (2010) Students’ views of a mixed hybrid ecology course. Journal of Online Learning and Teaching 6/4: 791–798. Blended learning in English for Academic Purposes courses | 41
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: level of agreement or disagreement
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
show all

Blended Learning in English Language Teaching: Course Design and Implementation

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?