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ConclusionStudents received course credit for their work in the Online Reading and Researchproject, based on a topic proposal and the summary evaluation posts. This no doubtcontributed to their motivation to work online, but the class discussions and studentfeedback also indicated that students perceived immediate practical value andrelevance in the project and the use of the Moodle forums to facilitate the group work.For this particular EAP project, the use of technology is inextricably linked to thepedagogical aims and learner needs which inform those aims. Within the teachingcontext, face-to-face classroom time is quite limited and the time required foreffective collaborative work on the project exceeds available classroom instructionalhours. A blended design allows for a face-to-face induction period and ongoinginstructor support, while providing flexible opportunities for learner reflectionand online collaboration.ReferencesGardner, SA, Behnham, HH and Newel, BM (1999) Oh what a tangled webwe’ve woven! Helping students evaluate sources. The English Journal 89/1.Available online at www.jstor.org/stable/821354Garrison, R and Vaughan, ND (2008) Blended Learning in Higher Education.San Francisco CA: Jossey-Bass.Hedge, T (2000) Teaching and Learning in the Language Classroom. Oxford:Oxford University Press.Jarvis, H (2009) Computers in EAP: change, issues, and challenges. Modern EnglishTeacher 18/2. Available online at http://usir.salford.ac.uk/11266/1/METHJ2009.pdfJones, D (1996) Critical Thinking in an On-line World. Conference Proceedings,Untangling the Web, University of California. Available online at http://misc.library.ucsb.edu/untangle/jones.htmlKasper, L (2000) Content-Based College ESL Instruction. Mahwah NJ: LawrenceEarlbaum Associates.Levine, A, Ferenz, O and Reves T (2000) EFL academic reading and moderntechnology: how can we turn our students into independent critical readers?TESL-EJ 4/4. Available online at www.tesl-ej.org/wordpress/issues/volume4/ej16/ej16a1/Luzón-Marco, MJ (2010) Webtasks for learning professional and academic English:adapting the WebQuest Model. CORELL: Computer Resources for LanguageLearning 3. Available online at www.ucam.edu/corell/issues/MJLuzon2.pdfMiller, L, Hanfer, C and Ng Kwai Fun, C (2012) Project-based learning in atechnologically enhanced learning environment for second language learners:students’ perceptions. E-Learning and Digital Media 9/2. Available online atwww.wwwords.co.uk/rss/abstract.asp?j=elea&aid=4992A collaborative online reading and research project | 33
Ramachandran, S (2004) Integrating new technologies into language teaching:two activities for an EAP classroom. TESL Canada Journal 22/1. Available online atwww.teslcanadajournal.ca/index.php/tesl/article/view/167/167Slaouti, D (2002) The World Wide Web for academic purposes: old study skills for new?English for Specific Purposes 21. Available online at www.elsevier.com/locate/espStapleton, P (2005) Evaluating web-sources: internet literacy and L2 academicwriting. ELT Journal 59/2. Available online at http://eltj.oxfordjournals.org/content/59/2/135.abstract34 | A collaborative online reading and research project
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 13 and 14: 10 |
Page 15 and 16: Table 1: Taxonomy of terms related
Page 17 and 18: control and choice); cost effective
Page 19 and 20: 3. components need to be appropriat
Page 21 and 22: Unfortunately the study does not sp
Page 23 and 24: Regardless of the variety of sugges
Page 25 and 26: Hocutt, R (2001) The Second e-Learn
Page 27 and 28: 24 | Introduction
Page 29 and 30: 26 |
Page 31 and 32: Advanced level students are expecte
Page 33 and 34: Preliminary student-led discussions
Page 35: labs with data projectors provide t
Page 39 and 40: The coursesThe two EAP courses take
Page 41 and 42: What we blendBy 1993 we were alread
Page 43 and 44: discussions going during such disru
Page 45 and 46: 42 | Blended learning in English fo
Page 47 and 48: Why blend?The decision to offer thi
Page 49 and 50: to complete during the before, whil
Page 51 and 52: In addition, there are a number of
Page 53 and 54: Turgut, Y (2009) ‘EFL learners’
Page 55 and 56: ■■English for Academic Purposes
Page 57 and 58: Figure 1: Stages of the incorporati
Page 59 and 60: Table 3: Schedule for Unit 1Week Un
Page 61 and 62: Internet - links and WebQuests:Some
Page 63 and 64: ReferencesAllan, M (1985) Teaching
Page 65 and 66: My advice to intending EAP course d
Page 67 and 68: 64 |
Page 69 and 70: Designing the blendAs described ear
Page 71 and 72: So in this way participants move fr
Page 73 and 74: first-hand experience on which they
Page 75 and 76: Generating peer-to-peer interaction
Page 77 and 78: 74 | A blended learning teacher dev
Page 79 and 80: ■■■■packages, setting up on
Page 81 and 82: Clearly there are advantages to hav
Page 83 and 84: Lessons learnedWhen deciding what p
Page 85 and 86: 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
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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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