Tag: Blended learning,

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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.

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Experiential Learning in Second Language Classroom: Blended Model

The results of the Alleyne et al.(2010) study point out that the teacher-centered model of lecture-style teaching widely used in traditional French as a second language grammar-translation classes with monolingual speaker/reader approaches leads firstly towards the failure of students being able to fully apply their knowledge to the world-at-large. This then leads to the anxiety

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“The Chicken Ate Me” and Skills to Increase Proficiency with Blended Learning

Filipino is the national language of the Philippines based on Tagalog. Worldwide, there are more than 50 million speakers of the language. In the United States, Tagalog/Filipino is the 3rd most widely spoken foreign language nationwide with 1.6 million speakers. More than twenty eight (28) colleges and universities and 22 high schools offer Tagalog/Filipino language

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Evaluating and Designing Narrative Media for Language Learning

Educators in the 21st century have access to affordable tools that turn them into designers and publishers of digital media; when published on the Internet, these resources are available to a global fraternity of teachers. One category of these resources is narrative media (Laurillard, 2002) – multimedia resources that seek to show or explain concepts,

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Delivering a Flipped Classroom in China

This presentation will overview action research focusing on learning behaviour with use of technology. This project was based on another research project in 2015 which targeted 13 Chinese students taking a Japanese module as beginners (CEFR A1). The outcome of the action research raised three questions; 1) what methods will be appropriate for CEFR B1+/B2

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Evaluating and Designing Narrative Media for Language Learning

Educators in the 21st century have access to affordable tools that turn them into designers and publishers of digital media; when published on the Internet, these resources are available to a global fraternity of teachers. One category of these resources is narrative media (Laurillard, 2002) – multimedia resources that seek to show or explain concepts,

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Teaching Technical Communication in the Flipped Fashion Way: A Boost in Active Learning

Abu Dhabi University is following the growing trend of offering students learning opportunities that are flexible, innovative and engaging. As an educator working at this university, I am embracing student-centered teaching and learning methodologies, which require continuous reflection and adaptation. To serve this end, the objective of this study is to explore how students experienced

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Self-Efficacy in E-Learning

Previous studies have reported that self-efficacy plays an important role as a predictor of learners’ motivation and learning. This study explored how self-efficacy influences e-learning patterns and learning outcomes in an EFL setting. Participants were 44 university students enrolled in a 15-week blended-learning course in Japan. Their perceived self-efficacy was assessed through a 7-item questionnaire

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The Development of an Instructional Design Model on Facebook-Based Collaborative Learning to Enhance EFL Student__s Writing Skills

Writing is one of the essential skills that EFL students, specifically in Thailand, need to achieve during their learning English at tertiary education. However, they have few chances to practice writing skills. As many people explore its potential, Facebook can be a great way for both educators and students with writing. This study aims to

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Psycho-Educational Factors of an Effective ICT Integration in an ESP Context: The Case of EPSECG of Oran, Algeria

This paper explores technology-enhanced English language learning from a psychological point of view. Researchers concur that teaching English through ICT tools should be framed not only around the tool; but mainly around the 21st century learners. It is therefore imperative to reconsider ingeniously our teaching practices so as to meet the specificities of the new

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Free, Easy and Web-Based: Blending Everyday Digital Media into Tertiary English Teaching

This paper will refer to data derived from a small-scale questionnaire survey focusing on the classroom of various technologies, software and web-based tools by approximately thirty tertiary level English language teachers working in one tertiary language centre in Hong Kong. It will also consider data from interviews conducted with seven of these teachers. The participants