Blended Learning in English Language Teaching: Course Design and Implementation

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Contents Foreword John Knagg obe ..............................................................................................................................................................3 Acknowledgements ....................................................................................................................................................5 Preface Claire Whittaker ..............................................................................................................................................................7 Introduction Claire Whittaker ..............................................................................................................................................................9 Part 1 – English for Academic Purposes ............................................................................................ 25 1 A collaborative online reading and research project Jody Gilbert ..........................................................................................................................................................27 2 Blended learning in English for Academic Purposes courses: A Nigerian case study Peter A Aborisade .............................................................................................................................................35 3 A blended English as a Foreign Language academic writing course Natalya Eydelman .............................................................................................................................................43 4 Incorporating blended learning in an undergraduate English course in Colombia Juanita Pardo-Gonzalez .................................................................................................................................51 Comments on Part 1 Brian Tomlinson ..................................................................................................................................................61 Part 2: Teacher development ..................................................................................................................... 63 5 A blended learning teacher development course for the development of blended learning in English Language Teaching Nik Peachey ..........................................................................................................................................................65 6 Reversing the blend: From online to blended Gavin Dudeney and Nicky Hockly ...........................................................................................................75 7 A case study of blended learning: The ‘Communicative Assessment – Development of Testing Skills’ project Keith O’Hare and Xu Bo .................................................................................................................................83 8 Blended learning: The IDLTM experience Ron White, Andy Hockley, Stephen Heap and George Pickering ........................................91 9 Creating a blended DELTA Module One Sally Hirst and Tom Godfrey .................................................................................................................... 101 10 The Cambridge CELTA course online Jacqueline Douglas and Colin Paton .................................................................................................. 111 Comments on Part 2 Brian Tomlinson ...............................................................................................................................................125 Contents | 1
Part 3 – English for Specific Purposes ..............................................................................................129 11 Blended learning: Podcasts for taxi drivers Nergiz Kern ......................................................................................................................................................... 131 12 A blended learning course for the aviation industry: A case study Lynda Beagle and Graeme Davies ...................................................................................................... 141 13 Blended learning for English for Occupational Purposes: No frills, soft skills, gaps filled Andy Keedwell ..................................................................................................................................................147 14 A longitudinal case study of the ‘blends’ used on courses between the British Council in Bulgaria and Siemens Enterprise Communications Bulgaria Edward Russell .................................................................................................................................................155 15 Using a wiki to enhance the learning experience on a business English course Louise Ingham ..................................................................................................................................................163 16 A military blend Claire Whittaker ...............................................................................................................................................175 2 Comments on Part 3 Brian Tomlinson ...............................................................................................................................................185 Part 4 – English as a Foreign Language/General English ................................................. 187 17 A thinking-based blended learning course in an upper-secondary school in Latvia Alexander Sokol, Edgar Lasevich, Renata Jonina and Marija Dobrovolska-Stoian ........................................................................................................................189 18 A blended learning approach to soft skill training at Al Azhar University, Cairo Liz Fleet ................................................................................................................................................................201 19 Students’ CALLing: Blended language learning for students Hatice Bilgin .......................................................................................................................................................207 20 Lessons in blended learning: Implementing an online learning platform in the adult education sector Astrid Krake ....................................................................................................................................................... 213 Comments on Part 4 Brian Tomlinson ...............................................................................................................................................221 Conclusion Claire Whittaker .......................................................................................................................................................223 Appendix 1 – Questions for blended learning course designers...........................................243 Contributors ...........................................................................................................................................................245 | Contents
Page 1 and 2: Blended Learning in English Languag
Page 3: ISBN 978-0-86355-706-4 © British C
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
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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
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and instructional design of the onl
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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)
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variety of teaching contexts (e.g.
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Figure 3: The homepage in a Module
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Figure 5: The projects page carries
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adding things in response to feedba
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Appendix 1 Extract showing first th
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■■ Cambridge ESOL was reporting
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■■ Including later units on, fo
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The rationale behind the blend The
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Figure 2: An example screen from a
Page 113 and 114:
environment and to meet the student
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■■ Fine-tuning of online course
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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
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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
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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
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
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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
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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
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Figure 1: Cycle of working with gra
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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
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
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Page 203 and 204:
Conclusion Claire Whittaker
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Table 1: Neumeier’s (2005) framew
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Reasons given in the literature for
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Software Author and Chapter New Lea
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Keedwell’s (Chapter 13) blend on
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Table 7: Learning theories, languag
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What will the interactional pattern
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Whittaker (Chapter 16) believed tha
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Summary This chapter draws on the l
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Appendix 1 - Questions for blended
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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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Blended Learning in English Language Teaching: Course Design and Implementation

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