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Lund, A (2008) Wikis: a collective approach to language production.ReCALL 20/1: 35–54.Sutton, L (2001) The principle of vicarious interaction in computer-mediatedcommunications. International Journal of Educational Telecommunications7/3: 223–242.Wheeler, S, Yeomans, P and Wheeler, D (2008) The good, the bad and the wiki:evaluating student-generated content for collaborative learning. <strong>British</strong> Journalof Educational Technology 39/6: 987– 995.Whitby, N (2009) Business Benchmark Student’s Book Preliminary. Cambridge:Cambridge University Press.Using a wiki to enhance the learning experience on a business English course | 173
174 | Using a wiki to enhance the learning experience on a business English course
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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
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where possible, to bring them toget
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90 | Reversing the blend: From onli
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■■A one-week online simulation
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Online phase activitiesBoth asynchr
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in the form of a word processed doc
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learning facilities is noted repeat
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100 | Blended learning: The IDLTM e
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and draw on what they know to name
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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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ConclusionA blended training course
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Appendix 1Extract showing first thr
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■■■■Cambridge ESOL was repo
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■■Including later units on, for
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The rationale behind the blendThe k
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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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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 and 142: mobile phones via Bluetooth from my
Page 143 and 144: 140 | Blended learning: podcasts fo
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 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
Page 192 and 193: 17A thinking-based blendedlearning
Page 194 and 195: In each of the above parts, the lea
Page 196 and 197: Figure 1: Cycle of working with gra
Page 198 and 199: Model by JP, Form 10StructureDidWas
Page 200 and 201: Recommendation 2Ensure that the onl
Page 202 and 203: Sokol, A (2008) Development of Inve
Page 204 and 205: 18A blended learning approachto sof
Page 206 and 207: input and answer questions that had
Page 208 and 209: unenthusiastic. There should theref
Page 210 and 211: 19Students’ CALLing: Blendedlangu
Page 212 and 213: The students were taken to the comp
Page 214 and 215: When considering blended learning,
Page 216 and 217: 20Lessons in blended learning:Imple
Page 218 and 219: had to find a way around the cost o
Page 220 and 221: In July 2011, teachers and particip
Page 222 and 223: Sharma, P and Barret, B (2007) Blen
Page 224 and 225: 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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