Talk:Issues in Digital Technology in Education/Blended Learning

Blended Learning in the EFL Setting Blended Learning Definitions for EFL

Blended learning is a relatively new ‘pedagogical’ approach to instruction. In the English as a foreign language (EFL) setting blended learning (BL) is only just beginning to take stride. There are many definitions of BL but at the core of all the BL definitions implies a combination of face-to-face and online as components of the pedagogy (Graham, 2006). In the EFL setting social interaction is needed to facilitate language outcomes (Vygotsky, 1987). Therefore blended learning in the EFL setting can be defined as a pedagogical approach that combines the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment (Dziuban, Hartman, Moskal, 2004). What are the learners’ needs teachers should be aware of when implementing BL in the EFL setting? What are some constraints of BL that teachers need to understanding? How does the methodology enhance the learning and thus facilitate the students overcoming the constraints of the EFL setting?

The Needs of the EFL Setting

The EFL setting differs from the ESL setting in that most EFL countries the students have little or no access to the target language community (Cummins, 2001; Baker, 2000; Graddol, 2006). This means understanding of socio-pragmatic discourse, cultural understanding (Duff, P. & Uchida, Y. 1997) which affects literacy, speaking and listening, and exposure to literacy genres is limited or non-existent (Al-Jarf, 2006). Therefore students’ who may be grammatically correct when speaking lacks experience with the proper meaning and context of the language. The EFL learner differs from the ESL learner in three important aspects: a) a lack of socio-cultural exposure b) the lack of chance to practice meaningfully (Oxford, 1990; Spada & Lightbown, 1996) c) the lack of high frequency exposure of English (Lee, K., 2000, O’Donnell, T.). As we will see later BL can eliminate or at least diminish many of these constraints. First, teacher awareness within this new pedagogy will be examined.

Constraints for the Learners

There are three areas that can constrain the learner and they are; the design and content of the program, the teacher training, and awareness of how the student is processing the new language learning environment. When designing a program the teacher should remember that the context of learning might not always be culturally appropriate for the students (Duff, P. & Uchida, Y., 1997). Another factor in the design of the program that needs consideration is for the standardizing of content and testing. The teacher needs to upgrade and learn technology skills. This is so they are aware of how to properly utilize the tolls so to avoid a mismatch of the learning content and technology. A big mistake teachers should avoid is using technology for non-target reasons (das Neves Seesink, T., Dissertation, 2007). Finally teacher must become aware to check in with the students feelings about the programs (das Neves Seesink, T., Dissertation, 2007). Research has shown that sometimes e-learning produces anxiety in students (das Neves Seesink, T., Dissertation, 2007). Language learning is ultimately about communication therefore the teachers need to balance face-to-face with online so to avoid anxiety (Al-Jarf, 2006).

Benefits of Blended Learning for the EFL learner

One thing absent in the EFL setting is the target language culture. E-learning can allow access to target language culture through the use of Youtube videos, meaningful situational interacting videos, blogs, chat rooms etc. (Duff, P. & Uchida, Y. 1997). These ‘tools’ enable the EFL student to have more access to native speakers. Using tools such as blogging, wiki pages, and brainstorming aid the student with overcoming academic literacy issues (Al-Jarf, 2006).Not only can blended learning provide safe way to practice chatting without the fear of the native speaker presence. The distance created from the online atmosphere helps to relax the student’s research has found (Al-Jarf, 2006). This real life online exposure can enables strategy use in the process of reading and writing (Al-Jarf, 2006). Strategy use to solve a problem facilitates the increase in self-direct learning (Barenfanger, O., 2007). The 24 access nature of online learning coupled with the reality practice of face-to-face allows for more practice (O’Donnell, 2006). Researchers have found that the e-learning component of the blended course gives the student a chance to revisit lectures (Graham, C.,). Overall blended learning offers more affordances than constraints.

Pitfalls of Blended learning that EFL Teachers Should Avoid

When designing a blended learning program the needs of the students must be balanced with the outcomes expected by the institution. Teachers as good as they may be in the traditional classroom need further training so that implementation of the course is not hampered by a mismatch of content and technology. Finally the teacher and the students need to understand the collaborative nature of the new learning endeavor so that a balance will be struck and motivation to learn will remain.

References: Al-Jarf, R. (2006) Impact of Blended Learning on EFL College, Riyadh: Readers, King Saud University.

Baker, C. (1991). Foundations of Bilingual Education. Clevedon: Multilingual Matters.

Barenfanger, O. (2005) Learning management: A new approach to sturcturing hybrid learning arrangements. Electronic Journal of Foreign Language Teaching, 14-35.

Cook, K., Owston, R. D., & Garrison, D. R. (2004). Blended Learning Practices at COHERE Universities. (Institute for Research on Learning Technologies Technical Report No. 2004-5). Toronto, ON: York University.

Cummins, J. (2001). An Introductory Reader to the Writings of Jim Cummins (C.Baker & N. Hornberger, eds) Clevedon: Multilingual Matters.

Das Neves Seesink, T. (2007), Using Blended Instruction to Teach Academic Vocabulary Collocation: A Case Study. Dissertation submitted to College of Education University of West Virginia.

Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended learning. Research Bulletin, 7. Retrieved April 27, 2008 from http://net.educause.edu/ir/library/pdf/erb0407.pdf

Graddol, D. (2007). English Next- Why Global English may mean the end of 'English as a Foreign Language'. London: British Council.

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Duff, P.A.& Uchida, Y. (1997) The Negotiation of Teachers' Sociocultural Identities and Practices in Postsecondary EFL Classrooms TESOL Quarterly, 451-486

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Vygotsky, L. (1962). Thought and Language. Cambridge: The M.I.T. Press.