scholarly journals The Laureate English Program Taking a Research Informed Approach to Blended Learning

2013 ◽  
Vol 3 (1) ◽  
pp. 45
Author(s):  
Debra Marsh ◽  
Christopher Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Course Design ◽  
Lessons Learned ◽  
Future Research ◽  
Language Program ◽  
Language Programs ◽  
World Class ◽  
English Program

In 2007, the Laureate International Universities network first set out its vision for a world-wide, world-class blended learning English language program. In 2008, five universities took up the challenge with 6,000 participating students. Four years later, 35 institutions with over 60,000 students are following blended or online English language programs, and this figure is expected to reach 100,000 by the end of 2013. Hence, in this article we describe the original thinking behind the implementation of the Laureate English Program (LEP), the consequent decision to roll out blended learning across the network, and the Laureate-Cambridge University Press research partnership. We also identify the need for a research informed approach to the implementation of blended learning, given the significant undertaking and paradigm shift in thinking and approach to language teaching and learning in all aspects of course design and implementation it presents to institutions, their teachers, and their students. The article also describes and presents key lessons learned from a first study involving over 600 students worldwide, and drawing on these lessons learned, presents intended directions for future research.

scholarly journals ELT instructors’ attitudes towards the use of Blended Learning in tertiary level English language programs

2016 ◽  
Vol 13 (1) ◽  
pp. 1715
Author(s):  
Şaban Çepik ◽  
Kemal Gönen ◽  
Mustafa Kemal Sazak
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
English Language ◽  
Tertiary Level ◽  
Data Collection Tool ◽  
Language Program ◽  
Language Programs ◽  
Language Instructors

The aim of this study is to find the attitudes of language instructors towards blended learning at English Language Program of a foundation university, and to find out the nature of Schoology, a learning management system, for blended learning purposes. The participants were 35 English language instructors working at the foundation university in Turkey. A questionnaire developed by Moukali (2012) was used as a data collection tool in this study. The findings revealed that the English language instructors working for tertiary level English Language Program have a positive attitude towards blended learning. On the other hand, the opinions of the participants to make blended learning more successful in language teaching and learning environments were reflected comprehensively in the study

scholarly journals A Study on Politeknik Tuanku Sultanah Bahiyah Students’ Preparedness Towards Blended Learning in Communicative English

2021 ◽  
Vol 6 (7) ◽  
pp. 336-342
Author(s):  
Navin Kumaran ◽  
Nor Salwa Binti Sulaiman
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Future Research ◽  
Learning Approach ◽  
Statistical Software ◽  
Online System ◽  
Engineering Department

Teaching and learning process heading to different dimension after the rising of technology. Even Malaysian Education Ministry is encouraging educators to practice different teaching process. Since the introduction of the Outcome-Based syllabus at Malaysian polytechnics, students are exposed to new ways of learning. This study purposes to investigate the suitability of the blended learning approach in learning the English language among diploma students of Politeknik Tuanku Sultanah Bahiyah. This learning approach is combination of online learning and traditional methods. In Malaysian polytechnics, online learning is made possible through the Curriculum Information Document Online System (CIDOS). For this study, a total of 80 students were selected from Civil Engineering Department. The responses of the students were elicited through a questionnaire survey. The results were then analyzed descriptively using the statistical software, SPPS version 22. The results of the study indicated that there was a moderate level in students’ preparedness in blended learning of communicative English. Recommendations were provided for future research.

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Sedef Uzuner Smith ◽  
Suzanne Hayes ◽  
Peter Shea
Keyword(s):  
Communities Of Practice ◽  
Blended Learning ◽  
Community Of Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Empirical Work ◽  
Theoretical Framework ◽  
Future Research ◽  
Online Teaching And Learning ◽  
Integrative Research

After presenting a brief overview of the key elements that underpin Etienne Wenger’s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant empirical work grounded in this framework to investigate online/blended learning in higher education and in professional development. The review is based on integrative research approaches, using quantitative and qualitative analysis, and includes CoP oriented research articles published between 2000 and 2014. Findings are presented under three questions: Which research studies within the online/blended learning literature made central use of the CoP framework? Among those studies identified, which ones established strong linkages between the CoP framework and their findings? Within this last group of identified studies, what do the patterns in their use of the CoP framework suggest as opportunities for future research in online teaching and learning?

scholarly journals The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

2017 ◽  
Vol 10 (6) ◽  
pp. 190 ◽  
Author(s):  
Sarah Al LHassan ◽  
Nadia Shukri
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Female Students ◽  
Proficiency Level ◽  
Level Of Satisfaction ◽  
The Future ◽  
Efl Students ◽  
Students Satisfaction

The present study intended to investigate the effect of utilizing Learning Management System (LMS), Blackboard® on enhancing English as a Foreign Language (EFL) female students’ satisfaction in the Saudi context. It is found that the effectiveness of utilizing the supplementary materials on Blackboard® is leading up to EFL students’ satisfaction. Since, Blended Learning (BL) model could stimulate a classroom setting with activities that are carried out under flexible and engaging manner. The sample consisted of ninety-eight students from proficiency level -104. The data of the study was collected using a questionnaire to identify students’ level of satisfaction. The results revealed that students’ satisfaction was apparent as their positive responses outweighed their negative responses mainly in terms of richness of learning resources, opportunity to interact in foreign language, appropriateness and variety of content, and ease of using Blackboard®. Based on the results, the study recommends considering the positive assets and challenges to plan the future of both teaching and learning English language effectively. The study suggested several areas to be investigated in the future such as examining the motivational behavior of both the teachers and the students and finding out the factors that will affect the environment of BL in EFL.

Conversation Design in the Electronic Discussion Age

2008 ◽  
pp. 91-106 ◽  
Author(s):  
Gregory MacKinnon
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Collaborative Inquiry ◽  
Theoretical Framework ◽  
Future Research ◽  
Blended Courses ◽  
Inquiry Approach ◽  
Conversation Theory ◽  
Blended Course

The goal of the chapter to examine a way in which Pask’ s conversation theory (CT) can be used as a theoretical framework for designing blended courses using a collaborative inquiry approach for teaching and learning in campus-based university. This chapter comprises three parts that explains a) the constructs of CT, and their relations in regard to online collaborative inquiry, b) the four principles derived from the constructs of CT and the possible use of these principles to design a blended course, and c) how the effects of these constructs can be used to assess the effectiveness of this CT based blended course design. This chapter is concluded with the discussion and implications for course design, and future research on CT.

Strategies for building social connection through English

2012 ◽  
Vol 35 (2) ◽  
pp. 138-155 ◽  
Author(s):  
Kerry Taylor-Leech ◽  
Lynda Yates
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Speakers ◽  
Social Strategies ◽  
Language Programs ◽  
Communication Challenges ◽  
English Speaking ◽  
Ethnographic Data ◽  
English Program

This article draws on ethnographic data from a longitudinal study of newly-arrived immigrants of non English-speaking background in the Australian Adult Migrant English Program to investigate their opportunities for using English and the language learning strategies (LLS) they used to make the most of these opportunities. Analysis of their reports of spoken interactions in and beyond the classroom suggests that many participants had little awareness of the strategies they could use to increase their opportunities to interact with other English speakers. Most participants did not use any LLS and those they did use were largely social in nature and motivation. With a particular focus on social strategies, we consider participants’ use of LLS to improve their English. We identify some constraints on their use of social strategies and some ways in which contextual and individual factors interacted for learners at different levels of proficiency. We conclude with some practical implications for LLS instruction in English language programs for new arrivals. The findings suggest that explicit instruction particularly in social talk and interaction could help learners increase their contact with Englishspeakers. Families and communities could also benefit from information to promote understanding of the communication challenges facing newly arrived immigrants of non English-speaking background.

TBLT implementation and evaluation: A meta-analysis

2017 ◽  
Vol 23 (5) ◽  
pp. 603-632 ◽  
Author(s):  
Lara Bryfonski ◽  
Todd H. McKay
Keyword(s):  
Meta Analysis ◽  
Future Research ◽  
Language Program ◽  
Language Programs ◽  
Language Classrooms ◽  
L2 Development ◽  
Meta Analyses ◽  
Traditional Grammar ◽  
Authentic Language ◽  
Main Effects

Task-based language teaching (TBLT) is an empirically investigated pedagogy that has garnered attention from language programs across the globe. TBLT provides an alternative to traditional grammar translation or present-practice-produce pedagogies by emphasizing interaction during authentic tasks. Despite several previous meta-analyses investigating the effect of individual tasks or short-term task-based treatments on second language (L2) development, no studies to date have synthesized the effects of long-term implementation of TBLT in authentic language classrooms. The present study uses meta-analytic techniques to investigate the effectiveness of TBLT programs on L2 learning. Findings based on a sample of 52 studies revealed an overall positive and strong effect ( d = 0.93) for TBLT implementation on a variety of learning outcomes. The study further examined a range of programmatic and methodological features that moderated these main-effects (program region, institution type, needs analysis, and cycles of implementation). Additionally, synthesizing across both quantitative and qualitative data, results also showed positive stakeholder perceptions towards TBLT programs. The study concludes with implications for the domain of TBLT implementation, language program evaluation, and future research in this domain.

scholarly journals Impact of English Language Teaching and Learning through Language Laboratory in Engineering in Nepal

2014 ◽  
Vol 10 (1) ◽  
pp. 94-103
Author(s):  
Rup Narayan Shrestha ◽  
Bharat Pahari ◽  
Jai Raj Awasti
Keyword(s):  
Language Learning ◽  
Present Article ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
English Language Teaching ◽  
Research Articles ◽  
Future Research ◽  
Language Laboratory ◽  
Job Opportunities

The present article discusses the importance of language, in general, and English, in particular, in the context of engineering education in Nepal. It mainly discusses the importance and application of language laboratory for the enhancement of skills and proficiency of English language in the learners of Bachelor's level in engineering in Nepal. The main objective of the present article is to highlight the importance of teaching and learning of English language in the B.E. level in engineering by using language laboratory. In course of the present study, literature available in different accessible sources was reviewed for collecting necessary data and designing theoretical framework for the same. From the study, it has been found that language laboratory is tremendously helpful in creating favourable atmoshphere for language learning and helping the learners to acquire necessary language skills useful to them in sharpening their study at present and streamlining their research and innovative activities in their further studies in the future. English language is now the language of worldwide communication, and therefore, it is very essential for the students of engineering to be proficient in communication through English not only for grabbing job opportunities open at present but also to furthering their future research and innovative endeavors and publishing their reports and research articles based on them. Language Laboratory is highly instrumental for attaining ample proficiency in English language, the means of global communication.DOI: http://dx.doi.org/10.3126/jie.v10i1.10882Journal of the Institute of Engineering, Vol. 10, No. 1, 2014, pp. 94–103

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