Blended Learning in English Language Teaching: Course Design and Implementation

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Foreword John Knagg obe In recent years it has become the norm for publishers to include technologymediated elements alongside traditional printed materials in their publications. At institutional level teachers increasingly include technology-mediated learning in their courses. Yet there has been relatively little discussion and writing about the principles that should be applied in blending elements which use technology with more traditional face-to-face teaching in the same course. This volume is a contribution to such a discussion. While many of the principles will be applicable to wider educational contexts, this publication is rooted in the world of English Language Teaching (ELT). It is centred on the description of 20 real case studies from around the world in the areas of English for Academic Purposes (EAP), English for Specific Purposes (ESP), teacher education and general English as a Foreign Language teaching. These case studies are prefaced, interspersed, and followed by exploration of the concepts of blending and interpretation, and discussion of the application of the concepts in the case studies. We hope that this approach will make the book practically useful as a self-study guide to the area for educationalists, and also be a source of inspiration for students on teacher training and academic courses in the areas of education, language teaching, and applied linguistics. The genesis of this book was an original idea by Claire Whittaker to build on her practical and academic work in blended learning in ELT and to generate principles that would be of real practical help to course designers, which in turn would lead to more effective learning and satisfied students. Brian Tomlinson has edited the papers and added his own commentaries to make the final product a true collaboration between the two editors and the authors of the case studies. The British Council thanks them all, and hopes that you find the book both useful and enjoyable. John Knagg obe Head Research and Consultancy, English and Examinations, British Council Foreword | 3
Acknowledgements We would like to thank the British Council for inviting us to edit this volume and in particular Adrian Odell for being informative, patient and supportive throughout the process of its development. We would also like to thank Melissa Cudmore at the British Council for encouraging Claire to submit the proposal for this publication back in April 2011, and John Knagg who drove the process forward. Thanks also go to John for his advice and support along the way. We would like to express our gratitude to all the authors of chapters in this volume for their hard work, their willingness to consider constructive criticism and their speed in completing revisions. Brian Tomlinson and Claire Whittaker Acknowledgements | 5
Page 1 and 2: Blended Learning in English Languag
Page 3 and 4: ISBN 978-0-86355-706-4 © British C
Page 5: Part 3 - English for Specific Purpo
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
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References Allan, M (1985) Teaching
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My advice to intending EAP course d
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5 A blended learning teacher develo
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The face-to-face element Because of
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ookmarking because social bookmarki
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and instructional design of the onl
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Encourage learner autonomy and refl
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packages, setting up online account
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Clearly there are advantages to hav
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Lessons learned When deciding what
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References Osguthorpe, RT and Graha
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The learner and the context Althoug
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typically involve writing or applyi
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where possible, to bring them toget
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8 Blended learning: The IDLTM exper
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learning and characteristics, and k
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There is a fourth activity type in
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their own style of learning. At the
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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
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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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