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Dudeney, G and Hockly, N (2007) How to… Teach English with Technology. Harlow:Pearson Education Limited.Greenall, S (2002) Reward CD-ROM. Oxford: MacMillan Education.Gruba, P and Hinkelman, D (2012) Blended Technologies in Second LanguageClassrooms. Basingstoke: Palgrave Macmillan.Hockly, N (2011) Five things you always wanted to know about blended learning(but were afraid to ask). English Teaching Professional 75: 58.Hofmann, J (2001) Blended Learning Case Study. Available online atwww.pttmedia.com/newmedia_knowhow/KnowHow_Design/Instructional%20Design/iLive/Blended%20Learning%20Case%20Study.htmLevy, M and Stockwell, G (2006) CALL Dimensions. Options and Issues in Computer-Assisted Language Learning. New York, USA: Lawrence Erlbaum Associates.Littlewood, W (1996) Autonomy: An anatomy and a framework. System 24/4:427– 435.Mayes, T and de Freitas, S (2007) ‘Learning and e-learning: the role of theory’, inBeetham, H and Sharpe, R (ed) Rethinking Pedagogy for a Digital Age. Abingdon,Oxon: Routledge, 13 – 25.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.Sharma, P (2006) Technical support. EL Gazette, 315, March, 17.Sharma, P and Barrett, B (2007) Blended Learning. Oxford: Macmillan.Sharpe, R and Oliver, M (2007) ‘Designing courses for e-learning’, in Beetham, Hand Sharpe, R (ed). Rethinking Pedagogy for a Digital Age. Abingdon, Oxon: Routledge,41–51.Shaw, S and Igneri, N (2006) Effectively Implementing a Blended Learning Approach.Available online at http://wvuheducation.com/LinkClick.aspx?fileticket=7Hhk4Bw4lyg%3D&tabid=148Soars, L and Soars, J (2006) New Headway: Elementary Third Edition: Students’ Book.Oxford: Oxford University Press.Stracke, E (2007a) A road to understanding: A qualitative study into why learnersdrop out of a blended language learning (BLL) environment. ReCALL,19/1: 57–78.Stracke, E (2007b) ‘Conflicting voices: blended learning in a German universityforeign language classroom’, in Miller, L (ed). Autonomy in the Classroom 9. Dublin:Authentik Language Learning Resources Ltd., 85–103.Conclusion | 241
242 | Conclusion
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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
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of telecoms engineers, but it was w
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15Using a wiki to enhance thelearni
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The ‘history feature’ which can
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Figure 4: Student created listening
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Teaching methodologyThe blended des
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Figure 8: Student reaction to probl
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Lund, A (2008) Wikis: a collective
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16A military blendClaire WhittakerI
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Figure 1: How the modes complement
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sequence during a day. We believed
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REWARD (Greenall, 2002) is not expl
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Greenall, S (2002) Reward CD-ROM. O
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Comments on Part 3Brian TomlinsonOn
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Part 4 - English as aForeign Langua
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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
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 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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