Tag: Blended learning,


Using Cell Phones as Learning Assistants in Foreign Language Classrooms

Cell phones have become so commonly used among young learners (and adults) that makes our policy to ban smartphones in our classrooms even harder to implement. In an effort to create a more authentic and engaging learning environment for students, this workshop calls for integrating cell phones as language learnings assistants in our daily classrooms.


Cyberspace and Foreign Language Learning

Cyberspace, the new medium of communication in our society has opened new dimensions in teaching foreign languages. Internet use allows for leaving the classroom virtually, finding authentic and topical teaching resources in the target language. Teachers’ traditional role of transmitting knowledge transforms into moderating and helping students orientate in the virtual space. Inevitably, language teaching


Why Use Social Media in Your Classroom

My presentation focuses on using social media to teach speaking skills in the context of English as a foreign language (EFL) in the secondary school. The purposes of this research were: 1) to study benefits of using social media (Facebook) in EFL classroom, in order to improve students’ oral presentations skills through writing; 2) to


Blended Language Learning: Using Facebook as a Pedagogical Tool to Enhance Thai EFL Learners’ Reading Comprehension Through Internet-Based Reading Materials

This paper aimed to examine Thai EFL learners’ reading comprehension ability through a blended language learning environment: the integration of regular face-to-face teaching method and the implementation of online reading activities. In this experimental research study, the participants were Thai EFL undergraduates randomly selected and assigned into two groups, namely a control group and an


The Learning of the Oral Skills Using Blended Learning among Students of English at TTU in Jordan

This study aims to investigate the learning of oral skills using blended learning of Face-to-Face and online learning among tertiary students majoring English Language at Tafilah Technical University (TTU). A mixed method approach was employed in this study whereby a survey questionnaire, interview protocols and observations related to the course and blended learning activities were


Practical Application of Constructivism and Connectivism Using Computer-Assisted Language Learning (CALL): Achieve3000 Program

The contemporary academic, global and economic pressures of preparing learners for college and career are more important than ever. The bar for success is considered to be rather high since graduating high school students need to be guided through constructivism and connectivism to enhance their language skills such as reading at 1300 Lexile level. Achieve3000


Blended Learning for In-service Teachers’ Professional Development: Lessons from the Experience of a Singaporean Chinese Language Teacher Educator

Traditional face-to-face workshop is a common avenue for the professional development (PD) of in-service teachers. Chinese Language (CL) teachers in Singapore also attend such workshops frequently. Research has however shown that such workshops often failed to establish sustained learning and produce little impact on teachers’ practice, as well as students’ achievement. To address this efficacy


Communicating Common Instructional Rationales Across Different Courses: A Blended Learning Approach

Understanding instructional rationales is the first key to students’ acquirement of language skills in English for Academic Purpose (EAP) courses. Yet, course rationales are not always successfully delivered to university students since (i) courses are often taught by multiple teachers, not only by course designers, and (ii) oftentimes course teachers cannot afford limited face-to-face class


Flipped Classroom: The Case of Professional English Writing Course

Recently the teaching trend is to keep up-to-date with the boom in technology. Flipped teaching, which is rated as one of the “top trends in educational technology” (Watters, 2012), has gained foot in the EFL/ESL classrooms only recently (Fahim & Khalil, 2015; Bauer-Ramazani, Graney, Marshall, & Sabieh, 2016). To follow the teaching trend, the researcher


Playing with Words: Apps to Enhance Long-Term Vocabulary Retention

As we are midway through the second decade of the twenty-first century, the use of digital technology is becoming ubiquitous throughout multiple locations and cultures. With all the technology comes a plethora of programs, apps and tools that are available, particularly in the area of vocabulary in the classroom. English Language Learners, from primary to