Blended Learning in English Language Teaching: Course Design and Implementation

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References Badger, R and White, G (2000) A process genre approach to teaching writing. ELTJ 54/2: 153–160. Bonk, C and Graham, C (eds) (2006) The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing. Common European Framework of Reference for Languages (2002) Available online at www.coe.int/t/dg4/education/elp/elp-reg/cefr_scale_EN.asp Davoli, P, Monari, M and Eklundh, KS (2009) Peer activities on Web-learning platforms – Impact on Collaborative Writing and Usability Issues. Education and Information Technologies 14: 229–254. Flower, L and Hayes, J (1981) A cognitive process theory of writing. College Composition and Communication 32/4: 365–387. Flowerdew J (1993) An educational or process approach to the teaching of professional genres. ELT Journal 47/4: 305–316. Hyland, K (2003) Second Language Writing. Cambridge: Cambridge University Press. Krebs, M et al. (2010) Are wikis and weblogs an appropriate approach to foster collaboration, reflection and students’ motivation? IFIP Advances in Information and Communication Technology 324: 200–209. Kroll, B (ed) (1990) Second Language Writing: Research Insights for the Classroom. Cambridge: Cambridge University Press. Lee, L (2010) Fostering reflective writing and interactive exchange through blogging in an advanced language course. ReCALL 22/2: 212–227. Mendonca, C and Johnson, K (1994) Peer review negotiations: revision activities in ESL writing instruction. TESOL Quarterly 28: 745–769. Nation, IS (2009) Teaching ESL and EFL Reading and Writing. New York/London: Routledge. Pinkman, K (2005) Using blogs in the foreign language classroom: encouraging learner independence. The JALT CALL Journal 1/1. Richardson, W (2010) Blogs, Wikis, Podcasts and Other Powerful Web Tools for the Classroom. Thousand Oaks, Calif: Corwin Press. Solomon, G and Schrum, L (2010) How 2, Web 2: How to for Educators. Eugene, OR: International Society for Technology in Education. Steele, V (1992) Product and Process Writing: a Comparison. Rowley: Newbury House. Tribble, C (1996) Writing. Oxford: Oxford University Press. A blended English as a Foreign Language academic writing course | 49
Turgut, Y (2009) ‘EFL learners’ experience of online writing by PBWiki’, in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009. AACE, Chesapeake, VA. Available online at http://0-www.editlib.org.aupac.lib.athabascau.ca/p/32033 Villamil, O and de Guerro, M (1996) Peer revision in the L2 classroom: social-cognitive activities, mediating strategies, and aspects of social behavior. Journal of Second Language Writing 5/1: 51–75. Zhang, W (2009) Blogging for doing English digital: student evaluations. Journal of Computers and Composition 27: 266–283. 50 | A blended English as a Foreign Language academic writing course
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: In addition, there are a number of
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
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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
Page 141 and 142:
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
Page 149 and 150:
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
Page 155 and 156:
Figure 4: Student created listening
Page 157 and 158:
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
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Moreover, as a result of increased
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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
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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
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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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