- Page 1 and 2: Blended Learning in EnglishLanguage
- Page 3: ISBN 978-0-86355-706-4© British Co
- Page 6 and 7: ForewordJohn Knagg obeIn recent yea
- Page 8 and 9: AcknowledgementsWe would like to th
- Page 10 and 11: PrefaceClaire WhittakerWhen I took
- Page 14 and 15: IntroductionThis introductory chapt
- Page 16 and 17: an almost identical definition in h
- Page 18 and 19: ■■■■■■Learners’ expec
- Page 20 and 21: To achieve a ‘principled approach
- Page 22 and 23: its weakness in speaking.’ Contra
- Page 24 and 25: ReferencesAdair-Hauck, B Willingham
- Page 26 and 27: Rossett, A, Douglis, F and Frazee,
- Page 28 and 29: Part 1 - English forAcademic Purpos
- Page 30 and 31: 1A collaborative online readingand
- Page 32 and 33: engaging approach to teaching, wher
- Page 34 and 35: page evaluation strategies, and col
- Page 36 and 37: ConclusionStudents received course
- Page 38 and 39: 2Blended learning in English forAca
- Page 40 and 41: All in the blendReports on the appl
- Page 42 and 43: level of agreement or disagreement
- Page 44 and 45: Hyland, K and Hyland, F (1992) Go f
- Page 46 and 47: 3A blended English asa Foreign Lang
- Page 48 and 49: A summary of my guiding principlesW
- Page 50 and 51: Later in the course of the academic
- Page 52 and 53: ReferencesBadger, R and White, G (2
- Page 54 and 55: 4Incorporating blended learningin a
- Page 56 and 57: Rationale of our blended approachTh
- Page 58 and 59: Table 2: Incorporations to the blen
- Page 60 and 61: The blend comes to lifeThe technolo
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■■■■■■■■■■■
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Comments on Part 1Brian TomlinsonTh
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Part 2 - Teacherdevelopment
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5A blended learning teacherdevelopm
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The face-to-face elementBecause 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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6Reversing the blend:From online to
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Generally speaking though, very tec
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■■to know each other a bit. We
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It was frustrating a couple of time
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7A case study of blendedlearning: T
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Delivery media and instructional st
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expected to use it appropriately. H
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ReferencesBachman, LF and Palmer, A
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8Blended learning:The IDLTM experie
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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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9Creating a blended DeltaModule One
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The course componentsIn 2008 our ex
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Figure 4: Quizzes can be in hot pot
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(as is the popular demand) must now
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ReferencesDewey, J (1998) Experienc
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10The Cambridge CELTAcourse onlineJ
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during and beyond the course. Indee
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TechnologyThe platform for the onli
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an answer, individual trainees don
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Secondly, through the work of the O
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trainees’ marked assignments, les
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Hofmann, J (2011) Blended learning:
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Comments on Part 2Brian TomlinsonA
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Learning a new language and reflect
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Part 3 - English forSpecific Purpos
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11Blended learning: Podcastsfor tax
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to the content (see below). Additio
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Making recommendationsMy friend And
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SustainabilityBlended learning ofte
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Kukulska-Hulme, A and Shield, A (20
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12A blended learning course for the
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performance with grammatical struct
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esources available to them. Thus, a
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13Blended learning for English forO
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The presentations and reports parti
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2. ‘Technology is only important
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154 | Blended learning for English
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in nature meant that each time we w
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economic downturn led to many clien
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in the later versions of the course
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an exemplar of not only pedagogical
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A description of the blend/material
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Figure 2: News page including stude
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Figure 5: Learner comment about cor
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Figure 7: Student dialogue for clas
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A summary of my blended learning co
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174 | Using a wiki to enhance the l
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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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184 | A military blend
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186 | Comments on Part 3
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188 |
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■■■■the creative grammar mo
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WeekTime(mins)ContentPart of thesys
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■■■■Writing (in tasks and d
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■■The online modules are never
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One should not expect these problem
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200 | A thinking-based blended lear
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Moreover, as a result of increased
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In general, the students remarked t
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206 | A blended learning approach t
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students who had 18 hours of compul
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experimental class outperformed the
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212 | Students’ CALLing
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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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220 | Lessons in blended learning
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in classrooms without electricity i
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224 |
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Table 1: Neumeier’s (2005) framew
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Reasons given in the literaturefor
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SoftwareNew Learners in the NewEuro
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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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SummaryThis chapter draws on the li
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242 | Conclusion
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244 | Appendix 1 - Questions for bl
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246 |
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language proficiency tests brought
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Louise Ingham has taught English to
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Alexander Sokol, PhD, is principal