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AcknowledgementsWe would like to thank the British Council for inviting us to edit this volume andin particular Adrian Odell for being informative, patient and supportive throughoutthe process of its development. We would also like to thank Melissa Cudmore atthe British Council for encouraging Claire to submit the proposal for this publicationback in April 2011, and John Knagg who drove the process forward. Thanks also goto John for his advice and support along the way.We would like to express our gratitude to all the authors of chapters in this volumefor their hard work, their willingness to consider constructive criticism and theirspeed in completing revisions.Brian Tomlinson and Claire WhittakerAcknowledgements | 5
6 | Acknowledgements
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 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 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
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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
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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
Page 258:
The British Council is pleased to o
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