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
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The learner <strong>and</strong> the context<br />
Although Ch<strong>in</strong>a has <strong>in</strong> recent years adopted onl<strong>in</strong>e learn<strong>in</strong>g approaches for<br />
students <strong>and</strong> teachers, it has not been seen as particularly successful. ‘Many<br />
universities <strong>and</strong> colleges <strong>in</strong> Ch<strong>in</strong>a have carried out numerous experiments with<br />
e-learn<strong>in</strong>g but have not achieved the expected results’ (Huang <strong>and</strong> Zhou, 2007).<br />
One of the expected results was to use onl<strong>in</strong>e learn<strong>in</strong>g to tra<strong>in</strong> teachers <strong>and</strong> students<br />
across vast distances. These expected results though, were not really met due to a<br />
variety of reasons <strong>in</strong>clud<strong>in</strong>g weak <strong>in</strong>dependent learn<strong>in</strong>g strategies of students <strong>and</strong><br />
teachers, <strong>and</strong> teachers not be<strong>in</strong>g used to tak<strong>in</strong>g courses onl<strong>in</strong>e. What is more, the<br />
quality of onl<strong>in</strong>e courses is often seen as be<strong>in</strong>g <strong>in</strong>ferior to face-to-face <strong>in</strong>struction.<br />
In addition, there is still an overwhelm<strong>in</strong>g preference by education authorities <strong>and</strong><br />
teachers to have a foreign tra<strong>in</strong>er (a native-speaker), <strong>in</strong> person, deliver the tra<strong>in</strong><strong>in</strong>g.<br />
There is an assumption that the foreign tra<strong>in</strong>er will have access to the most recent<br />
knowledge the participants need, <strong>and</strong> a high value is placed on the cultural <strong>and</strong><br />
l<strong>in</strong>guistic <strong>in</strong>teraction the participants will have with that foreign tra<strong>in</strong>er.<br />
In addition, the UK is seen by Ch<strong>in</strong>ese education authorities as be<strong>in</strong>g a leader <strong>in</strong><br />
education, especially <strong>in</strong> the field of assessment.<br />
Why a blended approach?<br />
Before design<strong>in</strong>g the tra<strong>in</strong><strong>in</strong>g programme we assessed the needs of the participants,<br />
tak<strong>in</strong>g <strong>in</strong>to account the local context <strong>and</strong> expectations of all stakeholders, <strong>in</strong><br />
particular the local education authorities we would be work<strong>in</strong>g with. This needs<br />
analysis led us to identify a series of lower level objectives, underneath the wider<br />
objective to improve the test writ<strong>in</strong>g skills of the participants.<br />
When we addressed course design, it seemed clear to us that there were three<br />
objectives that would be best achieved via face-to-face <strong>in</strong>teraction, <strong>and</strong> these<br />
needed to happen at the beg<strong>in</strong>n<strong>in</strong>g of the course. They were:<br />
1. Participants would need to make a shift <strong>in</strong> their m<strong>in</strong>d-set (that they needed<br />
communicative tests <strong>and</strong> the impact of such tests would be positive).<br />
2. Participants would need to build trust with the tra<strong>in</strong>er <strong>and</strong> each other.<br />
3. It was important to satisfy the cultural dem<strong>and</strong> for the ‘foreign tra<strong>in</strong>er’.<br />
We therefore designed a four-day, face-to-face course that would give participants<br />
the learn<strong>in</strong>g opportunities to meet those objectives.<br />
However, there were more objectives that we felt would be best met by some form<br />
of onl<strong>in</strong>e <strong>in</strong>teraction <strong>and</strong> study. These were:<br />
1. To provide <strong>in</strong>formation <strong>and</strong> the latest up-to-date knowledge on assessment<br />
from the UK.<br />
2. To appeal to a variety of learn<strong>in</strong>g styles.<br />
3. To connect the learn<strong>in</strong>g to the participants’ workplace <strong>and</strong> local context.<br />
4. To allow participants to develop their own tests <strong>and</strong> to learn at their own pace.<br />
84 | Revers<strong>in</strong>g the blend: From onl<strong>in</strong>e to blended