Learners’ perceptions of online elements in a beginners’ language blended course – implications for CALL design (original) (raw)
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The Successful Incorporation of Blended Learning into the Language Curriculum
A phenomenon attracting increasing attention in language curricula is the infusion of technology into traditional, face-to-face (FTF) language instruction. Nevertheless, computer-assisted language learning (CALL) still lacks a body of qualitative research on the notion of blended learning (BL). Particularly, what is lacking is information regarding teachers' perceptions of blended learning, or the roles they are expected to play in such mixed environments; without an understanding of these issues, the creation of new and effective BL curricula is extremely difficult (Grgurovic,2010). That said, much research has been conducted comparing learning outcomes in traditional and blended foreign language classes, although the various socio-cultural (external) and psychological (internal) aspects governing the successful transition of both teachers and learners from FTF to online learning remain unexamined (White,2006). This literature review consequently focuses on the infusion of technology into the language curriculum, specifically in relation to BL, with three purposes in mind: to a) exemplify teacher perspectives on BL; b) their effective transition from FTF to technologically-enhanced instruction; and c) examine those factors which are identified as the reasons for teachers having effectively implemented the technological components into a blended curriculum.
In the course of designing, writing and implementing CALL-supported material, it has become evident to me that a systematic investigation into the factors that shape the Blended Learning (BL) experience in the context of language learning and teaching is missing and urgently needed. The core question when designing a BL environment is: Which combination of modes provides the optimal basis for language learning and teaching given the particular conditions at hand? In order to tackle this question, course designers need a framework of parameters that help them decide on the individual, context-related implementation of BL. It is the purpose of this paper to put forward a definition of BL and a framework of parameters for designing a BL environment. In order to achieve a better understanding of the factors that shape the practice and the experience of BL, the main parameters which form a BL environment will be listed and specified. These parameters evolved from the experience of designing Jobline LMU (www.jobline.lmu.de) and will hopefully prove to be helpful for the process of designing other BL environments. If applied successfully, the idea of BL could serve as a bridge between the broader community of language teachers and learners and CALL experts and practitioners. BL offers the potential of broadening the scope and influence of CALL and of (re-)establishing it as an innovative component of general language teaching.
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The purpose of this paper is to conduct a meta-analysis of the pedagogical practice of blended learning, or the use of both direct instruction and online learning in second language instruction. A thorough review of the relevant literature over the last two decades on blended learning generally, and second language instruction using blended learning techniques in particular, is presented. Demonstrating the positive benefits from applying blended learning in language instruction, the study results should help guide language instructors in understanding the practice and implementation of this approach. The major conclusions of the study are that blending learning enhances the learner's experience of a new language, and offers greater efficiency in the communication and practice of that language. Efficient and user-friendly technology, with direction instruction and practice in a face to face setting, are seen as the key to successful blended learning language instruction.
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Blended learning is a combination of online integration and face-to-face learning that complement one another to enhance and support learning. It is widely used across disciplines and in the EFL classroom as well. This paper aims to outline the significance of using a blended learning approach as a supplement to the face to face learning in English language teaching and to understand the perception, the attitudes, and the challenges of the EFL teachers from tertiary education in Republic of Macedonia regarding blended learning in English language teaching. The paper looks at the reasons for applying multimedia technology to English language teaching, the possibility of enhancement of ELT through technology, the benefits of incorporating technology in the language learning and teaching process, and presents the findings of an empirical research conducted in nine universities from R.N. Macedonia conducted in 2019. The empirical research relies on the descriptive method and it was conducted through an online survey consisting of a 22-question questionnaire answered by twenty EFL teachers from tertiary education. The questionnaire was designed in such a manner to be able to collect data to answer the research questions regarding the use of the blended learning approach in the EFL classroom. The findings suggest that the blended learning model is used in the EFL classroom in tertiary education in R.N. Macedonia. However, several challenges need to be addressed in order to fully and systematically implement the model and observe the opportunities it offers.
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