Blended Learning in English Language Teaching: Course Design and Implementation
Blended Learning in English Language Teaching: Course Design and Implementation
Blended Learning in English Language Teaching: Course Design and Implementation
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
Table 2: Incorporations to the blend <strong>and</strong> student benefit by year<br />
Year Incorporation to the blend Benefit to the students<br />
2003 Use face-to-face <strong>in</strong>struction <strong>and</strong> enlarge<br />
the laboratory through a course Webpage.<br />
Practise the language outside for longer<br />
periods of time <strong>and</strong> outside class.<br />
2004 Manage an onl<strong>in</strong>e voice laboratory. Practise privately to later show themselves<br />
<strong>and</strong> classmates <strong>in</strong> the classroom they can<br />
speak <strong>in</strong> <strong>English</strong>.<br />
2005 Create onl<strong>in</strong>e drills as homework<br />
<strong>and</strong> quizzes.<br />
Practise <strong>and</strong> thus ga<strong>in</strong> self-confidence<br />
<strong>and</strong> boost their language ego.<br />
2006 Reproduction of video <strong>and</strong> audio files. Control of some resources to the students<br />
giv<strong>in</strong>g them <strong>in</strong>dependence to practise <strong>in</strong><br />
the language.<br />
2007 Create oral discussion boards<br />
<strong>in</strong>corporation of synchronic<br />
communication.<br />
Respond <strong>in</strong> real time <strong>in</strong> non-facethreaten<strong>in</strong>g<br />
scenarios.<br />
2008 Use the blend for evaluation. Manage easily the record<strong>in</strong>gs <strong>and</strong> keep<br />
record of their performance <strong>in</strong> <strong>English</strong><br />
allow<strong>in</strong>g them to track their progress.<br />
2009 Use the <strong>in</strong>ternet <strong>and</strong> <strong>in</strong>structor production<br />
of material.<br />
Control the use <strong>and</strong> creation of resources,<br />
foster<strong>in</strong>g self-motivation.<br />
2010 Word process<strong>in</strong>g, email communication. Use technology they are familiar with as<br />
part of the course.<br />
2011 Written discussion boards. Create other environments <strong>in</strong> the course<br />
to share with classmates <strong>and</strong> <strong>in</strong>structor.<br />
The blend<br />
Our blend can best be expla<strong>in</strong>ed as the use <strong>and</strong> implementation of an ICT<br />
environment or tool that exp<strong>and</strong>s the classroom walls to the virtual ICT synchronous<br />
<strong>and</strong> asynchronous reality, thereby aid<strong>in</strong>g <strong>and</strong> re<strong>in</strong>forc<strong>in</strong>g classroom <strong>in</strong>struction <strong>and</strong><br />
enhanc<strong>in</strong>g learn<strong>in</strong>g potential. Beatty (2003: 8) asserts, ‘It is likely that <strong>in</strong> the future,<br />
computer-based language learn<strong>in</strong>g tools will become pervasive <strong>and</strong> <strong>in</strong>visible’. This is<br />
what I tried to do <strong>in</strong> the blended course. The blend is composed of several aspects<br />
that are a fact of the course; they are <strong>in</strong>separable now from the course. It is <strong>in</strong> a<br />
sense what Chappelle (2001: 1) claims by stat<strong>in</strong>g that everyday language is tied to<br />
technology (email<strong>in</strong>g for example); <strong>and</strong> as a result, language learn<strong>in</strong>g with technology<br />
is a fact of life. Below, you will f<strong>in</strong>d a sample schedule that illustrates this ‘<strong>in</strong>visibility’<br />
for the first unit of the course.<br />
Incorporat<strong>in</strong>g blended learn<strong>in</strong>g | 55