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ReferencesBadger, R and White, G (2000) A process genre approach to teaching writing.ELTJ 54/2: 153–160.Bonk, C and Graham, C (eds) (2006) The Handbook of Blended Learning: GlobalPerspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing.Common European Framework of Reference for Languages (2002) Available online atwww.coe.int/t/dg4/education/elp/elp-reg/cefr_scale_EN.aspDavoli, P, Monari, M and Eklundh, KS (2009) Peer activities on Web-learning platforms– Impact on Collaborative Writing and Usability Issues. Education and InformationTechnologies 14: 229–254.Flower, L and Hayes, J (1981) A cognitive process theory of writing. CollegeComposition and Communication 32/4: 365–387.Flowerdew J (1993) An educational or process approach to the teaching ofprofessional genres. ELT Journal 47/4: 305–316.Hyland, K (2003) Second Language Writing. Cambridge: Cambridge University Press.Krebs, M et al. (2010) Are wikis and weblogs an appropriate approach to fostercollaboration, reflection and students’ motivation? IFIP Advances in Information andCommunication Technology 324: 200–209.Kroll, B (ed) (1990) Second Language Writing: Research Insights for the Classroom.Cambridge: Cambridge University Press.Lee, L (2010) Fostering reflective writing and interactive exchange through bloggingin an advanced language course. ReCALL 22/2: 212–227.Mendonca, C and Johnson, K (1994) Peer review negotiations: revision activities inESL writing instruction. TESOL Quarterly 28: 745–769.Nation, IS (2009) Teaching ESL and EFL Reading and Writing. New York/London:Routledge.Pinkman, K (2005) Using blogs in the foreign language classroom: encouraginglearner independence. The JALT CALL Journal 1/1.Richardson, W (2010) Blogs, Wikis, Podcasts and Other Powerful Web Tools for theClassroom. Thousand Oaks, Calif: Corwin Press.Solomon, G and Schrum, L (2010) How 2, Web 2: How to for Educators. Eugene, OR:International Society for Technology in Education.Steele, V (1992) Product and Process Writing: a Comparison. Rowley: Newbury House.Tribble, C (1996) Writing. Oxford: Oxford University Press.A blended English as a Foreign Language academic writing course | 49
Turgut, Y (2009) ‘EFL learners’ experience of online writing by PBWiki’, inProceedings of World Conference on Educational Multimedia, Hypermediaand Telecommunications 2009. AACE, Chesapeake, VA. Available online athttp://0-www.editlib.org.aupac.lib.athabascau.ca/p/32033Villamil, O and de Guerro, M (1996) Peer revision in the L2 classroom: social-cognitiveactivities, mediating strategies, and aspects of social behavior. Journal of SecondLanguage Writing 5/1: 51–75.Zhang, W (2009) Blogging for doing English digital: student evaluations.Journal of Computers and Composition 27: 266–283.50 | A blended English as a Foreign Language academic writing course
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 and 36: labs with data projectors provide t
Page 37 and 38: Ramachandran, S (2004) Integrating
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: In addition, there are a number of
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
Page 87 and 88: The learner and the contextAlthough
Page 89 and 90: 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
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100 | Blended learning: The IDLTM e
Page 105 and 106:
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
Page 111 and 112:
ConclusionA blended training course
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Appendix 1Extract showing first thr
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■■■■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
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124 | The Cambridge CELTA course on
Page 129 and 130:
teacher development courses should
Page 131 and 132:
128 | Comments on Part 2
Page 133 and 134:
130 |
Page 135 and 136:
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
Page 230 and 231:
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
Page 238 and 239:
We were fortunate in Bosnia and Her
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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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