Blended Learning in English Language Teaching: Course Design and Implementation

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■■ Add technological changes gradually. You cannot juggle with too many variables at the same time. ■■ If you begin the adoption of innovation, be prepared for more work to come your way. ■■ Integrate technology rather than simply use it. ■■ Find the appropriate tools for your course. Not all tools are for all courses. If I found one way to foster oral communication skills, you will find your own way to foster the skills you wish to work with. ■■ More up-to-date methodologies and tendencies will fall in place in your class before you know it. ■■ Instructors soon discover that there is room for material design adaptation and adoption. ■■ This is an opportunity for research and as such it needs to be well thought out, referenced, documented, and implemented. Blended learning over online learning and face-to-face instruction There are three main benefits for students that combined explain why the use of blended learning was appropriate for this course, over online learning or face-to-face instruction. Blended learning offered them: 1. Flexibility in their learning environment, which addresses different students’ studying habits, schedules, and rhythms of studying. Some students do not realise that they need more time than their classmate until they get the chance to practise at home. One student said: ‘It allows me to practise comfortably from home and at the speed of each learner’. 2. Personalised instructor feedback in and outside class. Some students are too shy to ask questions or to engage in a feedback session with the instructor. Blended learning provided non-face-threatening scenarios for all types of students. One student said: ‘I valued the feedback given by the teachers.’ Another said: ‘The tool was useful since I could not recognise my mistakes on my own or did not ask. The teacher always gave feedback on my expression and on content in English.’ 3. Recognition of the value of face-to-face instruction. Given the practice that students had online they gained confidence in their language ability and proved this ability in class, boosting their ‘language ego’. One student said: ‘It was not nice to talk to a machine and it was nice to talk to a human being from time to time, be it classmates or the teacher, to obtain immediate feedback and know that I could say it!’ Incorporating blended learning | 59
References Allan, M (1985) Teaching English with Video. Harlow: Longman. Beatty, K (2003) Teaching and Researching Computer-Assisted Language Learning. London: Longman. Brutt-Griffler, J (2007) ‘Bilingualism and e-learning’ in Andrews, R and Haythornwaite, C (eds) (2010) The Sage Handbook of E-Learning Research. Thousand Oaks, CA: SAGE Publications. Chappelle, CA (2001) Computer Applications in Second Language Acquisition. Cambridge: Cambridge University 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 Publishing, 3–21. Koenraad, ALM and Westhoff, GJ (2003) Can You Tell a LanguageQuest When You See One? Paper presented at the European Association of Computer Assisted Language Learning. University of Limerick Ireland. Available online at www.koenraad.info/ publications/my-publications-english Waterhouse, S (2005) The Power of e-Learning: The Essential Guide for Teaching in the Digital Age. Boston: Pearson. 60 | Incorporating blended learning
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Blended Learning in English Languag
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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
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Page 11 and 12: Introduction This introductory chap
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Page 15 and 16: ■■ Learners’ expectations - l
Page 17 and 18: To achieve a ‘principled approach
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Page 21 and 22: References Adair-Hauck, B Willingha
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Page 25 and 26: 1 A collaborative online reading an
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Page 31 and 32: Conclusion Students received course
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Page 35 and 36: All in the blend Reports on the app
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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
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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
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Making recommendations My friend An
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Sustainability Blended learning oft
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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
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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
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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
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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
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In general, the students remarked t
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19 Students’ CALLing: Blended lan
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The students were taken to the comp
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When considering blended learning,
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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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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
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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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