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Kukulska-Hulme, A and Shield, A (2008) An overview of mobile assisted languagelearning: From content delivery to supported collaboration and interaction.ReCALL 20/3: 271– 289.Littlejohn, A (2004) Reusing Online Resources: A Sustainable Approach to E-learning.London: Routledge.Mayes, T and de Freitas, S (2007) ‘Learning and e-learning: the role of theory’, inBeetham, H and Sharpe, R (eds) Rethinking Pedagogy for a Digital Age: Designing andDelivering E-Learning. Routledge, 13 – 25.Rosell-Aguilar, F (2007) Top of the Pods – In search of a podcasting ‘Podagogy’ forlanguage learning. Computer Assisted Language Learning 20/5: 471– 492.Sze, PM (2006) ‘Developing students listening and speaking skills through ELTpodcasts‘. Educational Journal 34/2, 115 –134.Blended learning: podcasts for taxi drivers | 139
140 | Blended learning: podcasts for taxi drivers
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Blended Learning in EnglishLanguage
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ISBN 978-0-86355-706-4© British Co
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ForewordJohn Knagg obeIn recent yea
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AcknowledgementsWe would like to th
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PrefaceClaire WhittakerWhen I took
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10 |
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Table 1: Taxonomy of terms related
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control and choice); cost effective
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3. components need to be appropriat
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Unfortunately the study does not sp
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Regardless of the variety of sugges
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Hocutt, R (2001) The Second e-Learn
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24 | Introduction
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26 |
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Advanced level students are expecte
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Preliminary student-led discussions
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labs with data projectors provide t
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Ramachandran, S (2004) Integrating
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The coursesThe two EAP courses take
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What we blendBy 1993 we were alread
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discussions going during such disru
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42 | Blended learning in English fo
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Why blend?The decision to offer thi
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to complete during the before, whil
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In addition, there are a number of
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Turgut, Y (2009) ‘EFL learners’
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■■English for Academic Purposes
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Figure 1: Stages of the incorporati
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Table 3: Schedule for Unit 1Week Un
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Internet - links and WebQuests:Some
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ReferencesAllan, M (1985) Teaching
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My advice to intending EAP course d
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64 |
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Designing the blendAs described ear
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So in this way participants move fr
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first-hand experience on which they
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Generating peer-to-peer interaction
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74 | A blended learning teacher dev
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■■■■packages, setting up on
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Clearly there are advantages to hav
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Lessons learnedWhen deciding what p
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ReferencesOsguthorpe, RT and Graham
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The learner and the contextAlthough
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typically involve writing or applyi
Page 91 and 92: where possible, to bring them toget
Page 93 and 94: 90 | Reversing the blend: From onli
Page 95 and 96: ■■A one-week online simulation
Page 97 and 98: Online phase activitiesBoth asynchr
Page 99 and 100: in the form of a word processed doc
Page 101 and 102: learning facilities is noted repeat
Page 103 and 104: 100 | Blended learning: The IDLTM e
Page 105 and 106: and draw on what they know to name
Page 107 and 108: Figure 3: The homepage in a Module
Page 109 and 110: Figure 5: The projects page carries
Page 111 and 112: ConclusionA blended training course
Page 113 and 114: Appendix 1Extract showing first thr
Page 115 and 116: ■■■■Cambridge ESOL was repo
Page 117 and 118: ■■Including later units on, for
Page 119 and 120: The rationale behind the blendThe k
Page 121 and 122: Figure 2: An example screen from a
Page 123 and 124: environment and to meet the student
Page 125 and 126: ■■■■■■■■Fine-tuning
Page 127 and 128: 124 | The Cambridge CELTA course on
Page 129 and 130: teacher development courses should
Page 131 and 132: 128 | Comments on Part 2
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Page 135 and 136: Facilities and available technology
Page 137 and 138: pairs and groups on collaborative t
Page 139 and 140: 2006) and are good revision tools (
Page 141: mobile phones via Bluetooth from my
Page 145 and 146: The face-to-face aspect of the cour
Page 147 and 148: The course covers listening, speaki
Page 149 and 150: latest, most secure and flexible pr
Page 151 and 152: not so much for language improvemen
Page 153: the reader/listener as customer) an
Page 156 and 157: Procter, C (2003) Blended Learning
Page 158 and 159: 14A longitudinal case study ofthe
Page 160 and 161: In the next version (v3) of the cou
Page 162 and 163: of a blend in Collis and Moonen’s
Page 164 and 165: of telecoms engineers, but it was w
Page 166 and 167: 15Using a wiki to enhance thelearni
Page 168 and 169: The ‘history feature’ which can
Page 170 and 171: Figure 4: Student created listening
Page 172 and 173: Teaching methodologyThe blended des
Page 174 and 175: Figure 8: Student reaction to probl
Page 176 and 177: Lund, A (2008) Wikis: a collective
Page 178 and 179: 16A military blendClaire WhittakerI
Page 180 and 181: Figure 1: How the modes complement
Page 182 and 183: sequence during a day. We believed
Page 184 and 185: REWARD (Greenall, 2002) is not expl
Page 186 and 187: Greenall, S (2002) Reward CD-ROM. O
Page 188 and 189: Comments on Part 3Brian TomlinsonOn
Page 190 and 191: Part 4 - English as aForeign Langua
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17A thinking-based blendedlearning
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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 10StructureDidWas
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Recommendation 2Ensure that the onl
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Sokol, A (2008) Development of Inve
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18A blended learning approachto sof
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input and answer questions that had
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unenthusiastic. There should theref
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19Students’ CALLing: Blendedlangu
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The students were taken to the comp
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When considering blended learning,
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20Lessons in blended learning:Imple
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had to find a way around the cost o
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In July 2011, teachers and particip
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Sharma, P and Barret, B (2007) Blen
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Comments on Part 4Brian TomlinsonTh
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ConclusionClaire Whittaker
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ConclusionIn this chapter a list of
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Under each of the above headings wi
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What are the limiting factors?Altho
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Table 5: Time spent on each modeBlo
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as being optional, which allows the
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We were fortunate in Bosnia and Her
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changing, as learners’ engagement
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with a willingness to use technolog
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Dudeney, G and Hockly, N (2007) How
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Appendix 1 -Questions for blendedle
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Contributors
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ContributorsPeter Aborisade lecture
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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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