Category: Blended Learning

Blended learning materials for language acquisition

Tomlinson, B. (2023). Blended learning materials for language acquisition. Journal of English Language Teaching Innovations and Materials (Jeltim),5 (1) 1-16.

This article provides a comprehensive overview of the development of materials to support language acquisition in a blended language learning environment.

The author defines materials development as “the design, production, and utilisation of anything intended to facilitate language acquisition. This could be a story, a listening activity, a debate, a photo, a video, a board game, a communication task, a blog, a discovery task, an advertisement, an e-mail or even a sequence of questions.”

He identifies four important principles of language acquisition and offers a brief discussion and description of each of these principles.

These are:

  • A pre-requisite for language acquisition is that the learners experience language in use that is rich, recycled, meaningful, embodied, and comprehensible.
  • Learners need to be affectively engaged in their language experience.
  • Use experiential approaches in which the learners first of all experience the language in use and then move gradually from apprehension to comprehension (Kolb & Kolb, 2017), to a personal response, to reflection, to analysis.
  • Learners need opportunities to use the language for contextualised and purposeful communication.

For each of these principles the author provides a discussion of the elements and procedures for materials development in a blended learning environment, and examples of learning activities for both face-to-face and online learning. Essentially, he recommends that learning opportunities that rely on oral interactions take place face-to-face while those that can best  be provided remotely are delivered online.

He argues that  the elements of blended language learning courses, including materials development should be fully connected and integrated to  optimise the potential of in-person and online teaching  to provide an effective blended learning experience.

Retrievable from: https://jurnal.untan.ac.id/index.php/JELTIM/article/view/60159/pdf_1

EFL learners dropping out of blended language learning classes: A replication of Stracke (2007)

Stracke, E., Nguyen, G.H. & Nguyen, V. (2023). EFL learners dropping out of blended language learning classes: A replication of Stracke (2007). ReCALL FirstView, 1–15.

This report revisits Stracke’s 2007 analysis of reasons language learners dropped out of blended learning classes. The comments of the five learners in the new study reveal that two of the original reasons for dissatisfaction are no longer relevant: a lack of print materials and a dislike of using the computer for language learning. However, the other reason that was significant in 2007 remains important today: the importance of the face-to-face component and the online component complementing each other.

Additional reasons for learner dissatisfaction are included: a lack of teacher support, feedback and guidance; a need for a more learner-centred class; a desire for spontaneous communication in both the face-to-face class and online; a need to build relationships with both teachers and other learners.

The discussion that follows the study information includes a comparison with Stracke’s findings and background to the current findings. the researchers also provide some recommendations to address areas where changes could be made.

The authors emphasize the importance of teachers, relevant teacher training and materials development as they zero in on the obstacles that these learners identified as barriers to their continuing in their program.

Retrievable from:

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/82DAD3ED85CCCCB85A0F7245FCF47644/S0958344023000010a.pdf/div-class-title-efl-learners-dropping-out-of-blended-language-learning-classes-a-replication-of-stracke-2007-div.pdf

Lessons learned during COVID 19: Towards Blended Learning and Teaching in LINC and ESL

Cummings, J. & Fayed, I. (2022) Lessons Learned During Covid-19: Towards Blended Learning and Teaching in LINC and ESL. TESL Ontario Contact Magazine, 48 (3)21-29.

This timely article provides a review of the recent, noticeable increase in the adoption of a blended learning model in ESL/LINC teaching and learning.  This increase is likely attributable to the requirement for programs to rapidly shift to asynchronous delivery and online classes using video conference software such as Zoom, Google Classroom and Microsoft Teams as COVID-19 pandemic restrictions were introduced. ESL/LINC programs quickly adapted and, although often challenged, were able to make the switch to asynchronous and live online teaching to enable students to continue learning.

The authors note that although COVID-19 restrictions have ceased or have been progressively removed, the shift to the incorporation of a blended learning model in ESL/LINC continues. Programs and instructors continue to build on what was learned about the potential of blended learning to effectively support and enhance language learning, and to develop their  knowledge of effective online teaching and learning.

The article includes an illustrative discussion of how to blend some sample tasks based on the LINC Level 5 curriculum and provides some priority recommendations to support LINC and ESL instructors in the effective adoption and implementation of blended learning. These are:

  • Development of instructor training and resources for blended learning/teaching
  • The inclusion of courses and workshops focused on a Development of instructor training and resources for blended learning/teaching approach in TESL teacher and education programs and in ongoing professional development
  • Recognition by programs and funders of increasing demands on instructors in terms of professional development and preparation time, so as to enable them to effectively prepare, plan and implement blended learning
  • The need for an increased focus on digital literacy skills in concert with language skills, to enable learners to take advantage of the opportunities to explore and learn offered in a online environment

Retrievable from:

http://contact.teslontario.org/wp-content/uploads/2022/11/Fall-2022-1130.pdf

Ten years later: Reexamining the TESOL Technology Standards for Language Teachers

Sun, X. (2022). Ten years later: Reexamining the TESOL Technology Standards for Language Teachers. TESOL Journal, 13(e684).

A research team interviewed a panel of practitioners with expertise and experience in language teaching, computer-assisted language learning and instructional technology to explore whether the TESOL Technology Standards for Language Teachers are still applicable today and what updates might be needed. The panel validated the Standards’ continued applicability, with recommendations for how they should be updated.

In addition to addressing these questions, the report includes the four practitioners’ thoughtful responses reflecting their own experience with teaching with technology in the Findings (5). It also includes their recommendations for updating the performance indicators in the Standards and by considering issues that have emerged since they were developed, e.g., mobile applications and learner data privacy among others.

Retrievable from:

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesj.684

Evolving Definitions in Digital Learning: A National Framework for Categorizing Commonly Used Terms

Johnson. N. Evolving Definitions in Digital Learning: A National Framework for Categorizing Commonly Used Terms. Canadian Digital Learning Research Association. Association canadienne de recherche sur la formation en ligne. 2021.

The CDLRA has conducted national-level surveys related to online and digital learning since 2017. This report uses earlier research and the findings of the 2021 National Survey for Online and Digital Learning as a springboard to address inconsistencies and contradictions both within and between Canadian post-secondary institutions in the use of definitions for terms that fall under the umbrella “Digital learning”. Because there is strong indication that COVID-19’s aftermath will increase the demand for online and hybrid learning and flexibility in course offering delivery it will be important to know what an institution means when they use terms like online, hybrid, distance, and in-person learning. Another benefit of using common terms and definitions to describe courses is that as information is gathered about the evolution of digital learning in Canada everyone understands what is being described.

The report introduces a broad framework called The Modes of Learning Spectrum. It distinguishes first between distance learning and in-person learning, with a dividing line between these two for hybrid or blended learning.

The author goes on to provide definitions of the wide range of learning experiences that fall within these categories. They recognize the importance of capturing the variety of teaching approaches and pedagogical strategies that institutions are already using and also that a framework needs to be easy for them to adopt.

Retrievable from:

http://www.cdlra-acrfl.ca/wp-content/uploads/2021/07/2021-CDLRA-definitions-report-5.pdf

Strengthening Language Instruction for Newcomers to Canada: Learning from Experiences in Saskatoon

Nadia Maqbool. “Strengthening Language Instruction for Newcomers to Canada: Learning from Experiences in Saskatoon” M.Ed. Thesis. University of Saskatchewan, 2022.

This M.Ed. thesis from the University of Saskatchewan documents a very recent study examining the learning needs of new ESL LINC instructors as they begin their teaching careers.

The research questions focussed on what is expected of these instructors in their workplaces, the challenges they encounter and the supports they need. Using a qualitative research methodology, the researcher surveyed new ESL LINC instructors in Saskatoon to arrive at a clearer understanding of their experiences, and to identify potential actions to improve the overall orientation, training, and ongoing professional development process for ESL LINC instructors.

In general, these instructors indicated a need for more support and guidance in understanding the LINC system, the CLB and PBLA, and a need for more robust technical support in LINC programs, and enhanced support in the effective use of technology for online, blended, and remote teaching and learning.

Participants identified concerns about their unfamiliarity with digital technologies, lack of experience in online teaching, and the ongoing challenges of confronting technical issues in virtual classrooms. In addition, participants expressed concerns about the challenges of online and blended learning environments in working with learners at CLB Levels 1-4, and concurrent issues in supporting learners who may not have sufficient familiarity with digital technologies and have ongoing needs for technical supports.

Based on participant responses, the study includes recommendations for practices that could enhance the experience of new ESL LINC instructors, including assigning mentors to new instructors, providing clear instructions on online and blended learning, and a thorough orientation to software and applications in use in LINC classrooms.

Retrievable from : https://harvest.usask.ca/handle/10388/13827

Learning Technology in LINC – Beyond the Pandemic

Van Dorp, N. & McBride, R. Learning Technology in LINC- Beyond the Pandemic. TESL Ontario Contact, 48(1),27-34.

This short, timely article draws on discussions which took place at a virtual workshop presented by Avenue-LearnIT2teach Project at the annual TESL Ontario conference in 2021. Presenters at the workshop explored what was learned about the use of technology in LINC programming as programs and instructors had to make rapid adjustments to online learning during the COVID-19 pandemic.  Four key findings emerged:

1. the importance of a mentor/mentee relationship during COVID-19;
2. the difference between Emergency Remote Teaching (ERT) and online teaching;
3. blended learning as an ideal delivery mode of ESL learning post-COVID-19;
4. digital learning is not enough; digital fluency should be the new benchmark.

Each of these four findings is described, with a focus on how instructors can be effectively supported to deploy technology for teaching and learning, the benefits and opportunities afforded in a blended learning environment and the critical importance of incorporating digital skills to support the development of digital fluency in order to extend and improve teaching and learning in LINC programming.

Retrievable from : http://contact.teslontario.org/learning-technology-in-linc-beyond-the-pandemic/

Mobile and blended, please! Migrants and refugees’ learning choices in a language MOOC

Read, R. & Martín-Monje, E. Mobile and blended, please! Migrants and refugees learning choices in a language MOOC. The JALT CALL Journal, 17,3(2021): 256-276

This article reports on a study of 2 language MOOCs for refugees and migrants to Spain as part of the European Commission’s MOONLITE project.  The MOOCs were designed and developed in consultation with refugee support groups and language instructors who participated in the design, piloting, and delivery of the courses. The courses were designed to address the functional needs of the participants, e.g. looking for housing, training and employment, civil rights.

Although the context of this study is European, it offers a relevant and useful model of functional language training  that may have potential in the field  of language instruction for newcomers to Canada.

The study examined the types of digital devices that participants preferred to use for the courses, whether the choice of device affected course completion, and how teaching practice affected the outcomes for participants. Based on quantitative and qualitative data, the study indicated that participants preferred to use mobile devices, such as smartphones which enabled “anytime anywhere” learning and that the use of mobile devices contributed to the successful completion of the courses by most of the participants. The study indicated that this preference is because, for the majority of participants, smartphones were the only technology they had regular access to and were accustomed to using them in their daily lives. Most participants who successfully completed the course were also enrolled in F2F language classes and used the LMOOCS to complement their classroom learning. The study concluded that the use of a blended learning model contributed to the successful completion of the courses.

Retrievable from: https://www.castledown.com/articles/JALTCALL_17_3_500.pdf

Pedagogical lessons for Remote/Blended Online Classrooms

Englander, K. & Russell, B. TESL Ontario Contact November 28, 2021.

This article reports on insights gained during a COVID-19 pivot to remote teaching and learning in a university language program. Five key practices emerged from how learners and instructors handled the new technology-mediated curriculum. The article references the Community of Inquiry framework and its origins at Athabasca University in Alberta two decades ago. The framework was used to inform curriculum design and a research study on remote teaching and learning in the 2020-21 year, during COVID-19. The report discusses the three presences from the framework: cognitive presence, social presence and teaching presence. These three presences are identified as central to learners’ experience in online teaching and learning. The research from this program indicated that the most important presence for learner satisfaction was teaching presence. Social presence during the phase reported on, was the least satisfactory in that learners did not feel they met other “real” students, that they were not able to build connections with either the class or the school.

As a result of the data collected, the program put together these five best practices that aim to maximize already positive teaching presence and enhance social presence.

  1. Your presence makes the difference.
  2. Keep cameras on.
  3. Create lecturettes.
  4. Make learning affordances explicit.
  5. Reconsider assessment.

Here are two examples of the five best practices:

When using a platform that allows cameras, keep all cameras on. Students said that seeing each other was much more satisfying during synchronous sessions. Despite valid concerns about privacy, students could be disengaged if they could not see their classmates; occasionally students were not physically online when there was no camera; and in break out rooms, when faces were represented by a shaded thumbnail, it was difficult to have discussions. Faces and voices were important for intellectual interaction with course content and other learners.

Create “lecturettes”. Classes in this program were normally three hours long, twice a week, in a classroom. When this was rethought for online delivery, one of the new components was a one-hour pre-recorded lecture to be watched before a synchronous class. After learners reacted negatively to these hour-long lectures, instructors experimented with breaking the content into more manageable 5-, 10- or 20-minute lecturettes. This type of content was managed by numbering the segments so the order was obvious. Learners could take advantage of these shorter content bursts using pause, rewind and replay as desired.

The remaining three best practices, Your presence makes the difference, Make affordances explicit and Reconsider assessment also provide excellent examples of how to help instructors make research-informed decisions about their own teaching in an online environment.

Retrievable from:

http://contact.teslontario.org/pedagogical-lessons-for-remote-blended-online-classrooms/

Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

McLellan, G., Kartchava, E., & Rodgers, M. (2021). Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers. Canadian Journal of Applied Linguistics, 24(2), 177–202.

This paper reports on a study done in partnership with a Canadian program that includes networking, employment and second language training. It investigates the development of a blended second language curriculum for high beginner learners employed in customer service, using a task-based framework. The study looked specifically at learners who cannot consistently attend face-to-face classes and therefore provided support on mobile devices for convenient access when needed. Newcomers in the program meet with a volunteer teacher weekly with a focus on workplace language, but there was a need for more occupation-specific language training needed in addition to these meetings with the understanding that it would build on the face-to-face meetings.

The paper includes a literature review of Computer-Assisted Language Learning, Mobile-Assisted Language Learning, Technology-Mediated Task-Based Language Teaching and Needs Analysis and Technology-Mediated TBLT. This is followed by a description of a module focused on greetings and requests used in customer service, with examples of questions, video examples and comments from learners and teachers.

Retrievable from:

https://journals.lib.unb.ca/index.php/CJAL/article/view/31533

Teaching in Covid-19 Times: Challenges, innovations, solutions, and opportunities

Cummings,J., Sturm,M., Lawrence,G., Avram, A. & McBride, R. (2021).
Teaching in Covid-19 Times: Challenges, innovations, solutions, and opportunities. TESL Contact, 47,1(2021):21-35

This article from TESL Ontario’s Contact Magazine discusses the issues language teachers have faced globally and in Canada because of school closures and lockdowns due to the COVID-19 pandemic. Rather than presenting only challenges, the authors report on innovations, solutions and opportunities that have arisen during this time. A case study of a LINC (Language Instruction for Newcomers to Canada) educator showcases their principled approach to enhance student engagement in an online environment. The article ends with recommendations to leverage the benefits of teaching and learning online, including effective technology-mediated teacher education.

Retrievable from:

http://contact.teslontario.org/wp-content/uploads/2021/03/Cummings-et-al.-2021.pdf

The What, Why, Who and How of Blended Learning for Adult Basic Skills Learners

Rosen, D., Vanek, J. The What, Why, Who and How of Blended Learning for Adult Basic Skills Learners. New York, New Readers Press, 2020.

This publication offers a practical and Clear Language guide to the implementation of a Blended Learning model in adult education programs. The guide is addressed to educators, program coordinators and curriculum developers. The guide was developed in the United States where adult basic education programs include language programs for immigrants, e.g., ESL, ESOL and ELL.  There are specific examples for blended language learning throughout the guide.

This useful guide is divided into 9 sections: 

Introduction – a general description of the contents. 

What is blended learning? –  a definition and explanation of blended learning in the context of adult learning. 

Why use a blended learning approach? – a comprehensive discussion and explanation of the features and benefits of blended learning. 

Getting Started – a clear explanation of the issues to be considered when planning the implementation of a blended learning approach. 

What does blended learning look like – a set of case studies from a range of programs in the U.S., describing the experiences of instructors and learning in working with blended learning. 

What online resources work with blended learning? –  strategies to locate and use online resources in a blended learning environment. 

What are some common challenges in implementing blended learning? – a discussion, based on interactions with instructors and observation of blended learning in adult learning settings, of the challenges faced by instructors, coordinators and learners in implementing blended learning. 

Conclusion – a short summary of the contents of the guide. 

Appendices – lists of online resources for further reading and exploration. 

Retrievable from: https://www.newreaderspress.com/filebin/pdf/ProLiteracy_BlendedLearningGuide_2020-11.pdf