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When considering blended learning, there is, of course, no single perfect blendbecause it is grounded on the notion of flexibility. Allan (2007) maintains that there isno prescription for designing effective blended learning programmes. However, theplanning and design of effective blended learning practices can be challenging anddemanding. To what extent to use technology and when to integrate are importantquestions in BLL. The most important aim in designing a BLL course is to find themost effective and efficient combination of the two modes of learning for theindividual learning subjects, contexts and objectives (Neumeier, 2005).ReferencesAl-Jarf, RS (2004) The effects of web-based learning on struggling EFL collegewriters. Foreign Language Annals 37/1: 46–56.Al-Jarf, RS (2005) The effects of online grammar instruction on low proficiencyEFL college students’ achievement. The Asian EFL Journal Quarterly 7/4: 166–190.Allan, B (2007) Blended Learning: Tools for Teaching and Training. London:Facet Publishing.Aycock, A, Garnham, C and Kaleta, R (2002) Lessons learned from the hybrid courseproject. Teaching with Technology Today 8/6. Available online at www.uwsa.edu/ttt/articles/garnham2.htmBañados, E (2006) A blended-learning pedagogical model for teaching andlearning EFL successfully through an online interactive multimedia environment.CALICO Journal 23/3: 533–550.Neumeier, P (2005) A closer look at blended learning: parameters for designinga blended learning environment for language teaching and learning. ReCALL 17/2:163–178.Osguthorpe, RT and Graham, CR (2003) Blended learning environments, definitionsand directions. The Quarterly Review of Distance Education 4/3: 227–233.Pazio, M (2010) Blended learning and its potential in expanding vocabularyknowledge: A case study. Teaching English with Technology 10/1: 3–30.Stracke, E (2007) A road to understanding: A qualitative study into why learnersdrop out of a blended language learning (BLL) environment. ReCALL 19/1: 57–78.Students’ CALLing | 211
212 | Students’ CALLing
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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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■■■■■■■■Fine-tuning
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124 | The Cambridge CELTA course on
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teacher development courses should
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128 | Comments on Part 2
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130 |
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Facilities and available technology
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pairs and groups on collaborative t
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2006) and are good revision tools (
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mobile phones via Bluetooth from my
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140 | Blended learning: podcasts fo
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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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Procter, C (2003) Blended Learning
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14A longitudinal case study ofthe
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In the next version (v3) of the cou
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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
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 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
Page 226 and 227: ConclusionClaire Whittaker
Page 228 and 229: ConclusionIn this chapter a list of
Page 230 and 231: Under each of the above headings wi
Page 232 and 233: What are the limiting factors?Altho
Page 234 and 235: Table 5: Time spent on each modeBlo
Page 236 and 237: as being optional, which allows the
Page 238 and 239: We were fortunate in Bosnia and Her
Page 240 and 241: changing, as learners’ engagement
Page 242 and 243: with a willingness to use technolog
Page 244 and 245: Dudeney, G and Hockly, N (2007) How
Page 246 and 247: Appendix 1 -Questions for blendedle
Page 248 and 249: Contributors
Page 250 and 251: ContributorsPeter Aborisade lecture
Page 252 and 253: Jody Gilbert taught in post-seconda
Page 254 and 255: Juanita Pardo-González (BA Hons in
Page 258: The British Council is pleased to o
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