Albiladi, W., & Alshareef, K. (2019). Blended learning in English Teaching and Learning: A Review of the Current Literature. Journal of Language Teaching and Research, 10 (2), 232-238.
This paper provides a review of research related to the use of blended learning in English as a second/foreign language context. As part of the review, the authors cite two studies that identify sets of challenges to using a blended learning approach. The studies will be of interest to language professionals despite not being language-related. In Bonk and Graham’s Handbook of Blended Learning, they include cultural adaptation as an issue. They relate this to the materials that are used in the mode of delivery and also their relation to the students’ culture.
Riel, J., Lawless, K. A., & Brown, S. W. (2016)’s Listening to the teachers: Using weekly online teacher logs for ROPD to identify teachers’ persistent challenges when implementing a blended learning curriculum reports on Responsive online professional development for well-supported middle school teachers implementing a social studies curriculum. The issues identified in the teachers’ learning logs are also relevant to instructors working in settlement language programs as is the notion of providing responsive professional development. This report provides insight into the importance of teachers’ understanding of the pedagogy embedded in learning tools and the knowledge and confidence to implement and use them in their classrooms.
Shebansky, W. (2018). Blended Learning Adoption in an ESL Context: Obstacles and Guidelines. TESL Canada Journal, 35(1), 52 – 77.
This report looks at the factors that influence adult ESL instructor opinions about implementation and use of blended learning in a federally-funded Canadian LINC program(Language Instruction for Newcomers to Canada) (24 instructors), in an ESL program in a mid-sized Canadian community college (5 instructors) and in an EFL program in a large Korean university (19 instructors).
The author acknowledges that digital tools are available and accessible, but are not being widely used to implement Blended Learning.
He references several conceptual frameworks and extends two that are used in higher education to a part-time LINC context to inform and guide his investigation into the low rate of technology adoption at his LINC program.
The research study asks these questions:
- Do participants in the study use BL? How is use different across different ESL settings?
- What institutional strategy (design-related issues), structure (issues related to facilitation of the BL environment) and support (faculty implementation and maintenance of its BL design) factors most influence whether instructors will adopt BL? Is this different across ESL settings?
- Why do those factors affect adoption of BL in a LINC context?
He reports on these factors that influence instructors’ decision whether to adopt blended learning:
- Ability to quickly upload and download materials
- Availability of professional development in a face-to-face group or one-on-one
- Availability of technical support
- Availability of pedagogical support
He then reports on these findings to explain why this list of factors influenced instructors’ decisions.
Rosell-Aguilar, F., (2018). Twitter: A Professional Development and Community of Practice Tool for Teachers. Journal of Interactive Media in Education. 2018(1), p.6.
This research report begins with a literature review of Twitter for Education, Twitter as a learning environment for teachers and teacher use of hashtags for professional and community development.
The research questions explore who uses a specific hashtag (#MFLtwitterati), whether there is evidence that using Twitter can contribute to Continuous Professional Development and whether the hashtag can be described as a community of practice. The author looked at this specific hashtag, but also mentions language learning hashtags which may be of more interest to instructors in settlement language learning programs. Language learners use Twitter because they encounter authentic language in tweets, can practise language skills and access resources such as text, audio and video in the target language.
The author concludes with a discussion of the results and notes that the study brought the under-researched issue of mobile learning among teachers to the forefront and demonstrates how teachers are using up to the minute tools like Twitter to take charge of their professional development in the absence of funding for PD in their institutions.
Jaramillo Cherrez, N. (2018). When at Crossroads of L2 Tasks and Technology: A Critical Review of Implementing Technology-mediated Task-Based Language Teaching. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 876-882). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE)
This article focuses on the interconnections between Task-Based Language Teaching (TBLT) and Computer Assisted Language Learning (CALL) through a critical review of the relevant literature. The review examines how second language instructors currently use technology in the TBLT environment. While the literature indicates that there are clear benefits for language learners in implementing technology mediated task-based language teaching there are potential implications and challenges that need to be addressed in relation to access to technology, professional development, and identifying learner needs and capacity in relation to the use of technology. The article offers a useful starting point for instructors and program designers in the second-language sector as they consider, plan and work to maximize the potential of impact of technology mediated TBLT in their programming and teaching.
Available for purchase ($9.95) USD at: https://www.learntechlib.org/primary/p/182623/
Kartchava, E. Chung, S. Studies in English Language Teaching. Vol 3, No 4, 2015.
This Canadian study includes a literature review of research on beliefs regarding technology and learning using three interrelated influences of previous learning experiences, professional development and teaching context. The study identifies age as an additional influence. It then describes a study in Ontario of pre-service and in-service ESL teachers. The study gathered participants’ background information, used open-ended prompts at the beginning of the study to discern their actual use of digital technology and their views on ideal ways to use it in the classroom and followed these with closed questions. These are included in the report, categorized by Experience/Importance, Expertise and Context. Researchers collected additional information through follow up interviews. There is a discussion of the benefits, limitations, concerns and possibilities that were identified for teacher educators, administrators and teachers themselves at the end of the report.
Retrievable from: http://www.scholink.org/ojs/index.php/selt/article/view/405/389