ENG529 Final Term Treasure

ENG529

ABSTRACT This comprehensive collection of notes is accurately crafted to empower students to excel academically, ensuring they achieve a minimum of 80% marks in their examinations. The content is organized with clarity and precision, focusing on key concepts, critical analyses, and practical applications tailored to the syllabus. These notes serve as a reliable resource for both thorough preparation and last-minute revision. Designed to inspire confidence and mastery, this guide is an essential tool for students striving for academic excellence.

Maha Malik Technology in Language Teaching

Lesson 8

Blended Language Learning

In the field of second language learning as well as general education, blended and hybrid learning is receiving a lot of attention. Researchers investigating blended learning tend to agree that “blended learning is a transformational force in education.” According to Watson (2008), blended learning is “likely to emerge as the predominant model of the future and to become far more common than either [online or face‐to‐face instruction] alone” Blended learning as an approach is not new. Indeed, the practice of combining different learning approaches and strategies is not new at all. Distance learning courses have long combined blended learning through a mix of self-access content-print/video/TV/radio-and faceto-face/telephone support. ' Traditional' courses have always combined a variety of delivery modes that combine content such as lectures, seminars, tutorials, workshops and group work to give learners a range of learning opportunities. And of course, 'good teachers will always use more than one method or approach in their teaching, and good learners will always combine different strategies in their learning.'

We could go further and say, ' It's in the blend!' That is, the key to a successful blended learning approach is to use the strengths of each medium appropriately, combining the two different learning environments in an integrated way so that each medium complements one another: the classroom environment being used for what it does best, such as introducing new topics, explaining important language points or for meaningful communicative activities, and the online environment being used for what it does best, such as preparing for the next topic (by watching a video/reading a text, etc.), and/or practising and consolidating what has been learnt in class or for extra practice. Both modes of delivery put the learner at the centre of the learning process.

Thus, the term 'blended' is used to mean combining different learning environments in an integrated way and appropriately and the stress is very much on 'learning' (not teaching) — either learning in the classroom with the teacher's help and support or learning online more independently or with peer support. As Marsh (2012) remarks, ‘Today blended learning can refer to any combination of different methods of learning, different learning environments, different learning styles. In short, the effective implementation of blended learning is essentially all about making the most of the learning opportunities and tools available to achieve the "optimal" learning

Why Adopt Blended Learning?

It is undeniable that the linguistic theories on language teaching and learning of the last 50 years, and their application in the classroom have influenced teachers worldwide. Most English language programs have communicative competence as one of their main objectives. Learners worldwide need English to communicate. Teachers worldwide are using (more or less successfully) the Communicative Approach to teach English. However, time in the classroom for listening to learners, supporting them and helping them become communicatively competent is limited. Therefore, incorporating online mediums of education into traditional education makes learning more time effective.

Benefits of Blended Learning

Online learning provides learners with the ability to be both together and apart, and to be connected to a community of learners anytime and anywhere, without being bound by time, place or situation (Garrison and Kanuka, 2004). However, it should be noted that the online environment must be learner-driven and not technology-driven (Salaberry, 2001). Technologies, mobile or otherwise, can be instrumental in language learning. They are very powerful tools for the transmission and distribution of linguistic information (input) or, in other words, aids to communication rather than a means of instruction (Chinnery, 2006). An appropriate online environment must be conceived and developed to provide support to those learning online and thus must focus on learners' needs and use technology appropriately to support these needs (Colpaert, 2004).

Five Important Considerations Before Adopting a Blended Approach

1. Teacher Training

Teachers should also be aware that:

❖ People learn better when they can choose their path of study, as this is a great motivator. ❖ Listening is a key part of teaching and that listening happens best in the classroom

❖ Taking more and more of a back seat in the classroom environment is a testament not only to their learners taking charge of their learning but also to the fact that they, the teachers, have developed a blend that is appropriate to the learners and which is helping them become effective communicators. ❖ Preparation time is front-loaded: most preparation is needed when leading up to the course, together with supporting learners at the beginning of the course. ❖ A blended approach represents a significant departure from a traditional approach. It represents a fundamental reconceptualization and reorganization of the teaching and learning dynamic. In this respect, no two blended learning designs are identical (Graham, 2004).

2. Choosing an Appropriate Blend

The success of a blended learning course depends on striking the right balance between online and classroom components. This balance is determined by the learners' needs, institutional constraints, and course objectives. Teachers must start with the end goal in mind, focusing on the desired outcomes and aligning the blend accordingly. Classroom time is often fixed by institutions, while online time offers greater flexibility and can be adjusted to suit learners’ preferences. The division of activities—what is done online versus in the classroom—should be guided by learners’ language proficiency and the skills they need to develop. Classroom sessions should prioritize "output" (e.g., speaking and interaction), which benefits from the social environment, while online components can focus on "input" (e.g., videos, texts, grammar explanations). Blended learning allows for adaptability, enabling teachers to refine the blend as learners' needs evolve. Ultimately, choosing the right blend is critical and requires teachers to balance flexibility, assessment demands, and institutional constraints to create an effective and learner-centered course.