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■■■■■■■■■■■■■■Add technological changes gradually. You cannot juggle with too many variablesat the same time.If you begin the adoption of innovation, be prepared for more work to comeyour way.Integrate technology rather than simply use it.Find the appropriate tools for your course. Not all tools are for all courses.If I found one way to foster oral communication skills, you will find your ownway to foster the skills you wish to work with.More up-to-date methodologies and tendencies will fall in place in your classbefore you know it.Instructors soon discover that there is room for material design adaptationand adoption.This is an opportunity for research and as such it needs to be well thoughtout, referenced, documented, and implemented.Blended learning over online learning andface-to-face instructionThere are three main benefits for students that combined explain why the useof blended learning was appropriate for this course, over online learning orface-to-face instruction.Blended learning offered them:1. Flexibility in their learning environment, which addresses different students’studying habits, schedules, and rhythms of studying. Some students do notrealise that they need more time than their classmate until they get the chanceto practise at home. One student said: ‘It allows me to practise comfortablyfrom home and at the speed of each learner’.2. Personalised instructor feedback in and outside class. Some students are tooshy to ask questions or to engage in a feedback session with the instructor.Blended learning provided non-face-threatening scenarios for all types ofstudents. One student said: ‘I valued the feedback given by the teachers.’Another said: ‘The tool was useful since I could not recognise my mistakeson my own or did not ask. The teacher always gave feedback on my expressionand on content in English.’3. Recognition of the value of face-to-face instruction. Given the practice thatstudents had online they gained confidence in their language ability and provedthis ability in class, boosting their ‘language ego’. One student said: ‘It was not niceto talk to a machine and it was nice to talk to a human being from time to time,be it classmates or the teacher, to obtain immediate feedback and know that Icould say it!’Incorporating blended learning | 59
ReferencesAllan, M (1985) Teaching English with Video. Harlow: Longman.Beatty, K (2003) Teaching and Researching Computer-Assisted Language Learning.London: Longman.Brutt-Griffler, J (2007) ‘Bilingualism and e-learning’ in Andrews, R and Haythornwaite,C (eds) (2010) The Sage Handbook of E-Learning Research. Thousand Oaks, CA:SAGE Publications.Chappelle, CA (2001) Computer Applications in Second Language Acquisition.Cambridge: Cambridge University Press.Graham, C (2006) ‘Blended learning systems. Definition, current trends, and futuredirections’, in Bonk, C and Graham, C (eds) Handbook of Blended Learning: GlobalPerspectives, Local Designs. San Francisco CA: Pfeiffer Publishing, 3–21.Koenraad, ALM and Westhoff, GJ (2003) Can You Tell a LanguageQuest When You SeeOne? Paper presented at the European Association of Computer Assisted LanguageLearning. University of Limerick Ireland. Available online at www.koenraad.info/publications/my-publications-englishWaterhouse, S (2005) The Power of e-Learning: The Essential Guide for Teaching in theDigital Age. Boston: Pearson.60 | Incorporating blended learning
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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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Page 15 and 16: Table 1: Taxonomy of terms related
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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
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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
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Page 45 and 46: 42 | Blended learning in English fo
Page 47 and 48: Why blend?The decision to offer thi
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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: Internet - links and WebQuests:Some
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Page 69 and 70: Designing the blendAs described ear
Page 71 and 72: So in this way participants move fr
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Page 75 and 76: Generating peer-to-peer interaction
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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
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Page 97 and 98: Online phase activitiesBoth asynchr
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Page 103 and 104: 100 | Blended learning: The IDLTM e
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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
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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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