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Nov

2011

ESP for Busy College Students: Is the Blend of In-Class, Online & Mobile Learning the Answer? | IALLT

Palalas, Agnieszka. (2010). ESP for busy college students: It the blend of in-class, online & mobile learning the answer? IALLT Journal, 41(1). Retrieved November 22, 2011, from http://www.iallt.org/iallt_journal/esp_for_busy_college_students_is_the_blend_of_in_class_online_mobile_learning_the_answ

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adult learners advantages barriers blended learning CALL English English language learners ESP hybrid learning learning MALL mobile mobile learning online

in list: Educational Technology

Neumeier (2005) more broadly defines a hybrid learning environment as “a combination of face-to-face (FtF) and computer assisted learning” used in a single course delivery context (p. 164).
hybrid language learning courses are “only going to foster successful language learning if they are carefully designed on the basis of an analysis of the participants’ needs and abilities” (p. 176).
6 more annotation(s)...
- students were in agreement that the blend of in-class, online and mobile delivery was an optimal solution for internationally trained immigrants learning English in a post-secondary context. They found the combination of 1) speaking taught primarily face-to-face, 2) listening taught on the mobile devices and 3) writing taught mainly online to be an effective approach.
- the in-class component seemed to maintain the integrity of the hybrid course overall as it fostered a sense of community amongst the learners. As noted by participants, it was the design of the materials and the way in which they were presented, not the technology used, that impacted the effectiveness of the course the most.
- The traditional classroom meetings though, were found most beneficial in promoting face-to-face interaction, ad-hoc speaking, pronunciation practice and the development of other communication competencies supported by visual cues.
- the findings indicate that students’ progress was enabled by effective instructional design integrating goals and content relevant to the specific group of learners, together with the appropriate methods and media which enabled and enhanced interaction within the content.
- writing practice and communication were conducted mainly through the computer not the mobile devices
- Learning English for Special Purposes requires a high degree of interaction with peers, teachers, and content. Effective interaction with content was built into the instructional design, however increased levels of communication with peers and teachers are essential and these can be achieved only through the Internet.

May

2011

Computers and Language Learning: An Overview

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. <i>Language Teaching, 31</i>, 57-71.

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CALL computers education language learning overview practices research

in list: Educational Technology

Mar

2011

SLWIS Newsletter - March 2011: Introducing argumentative writing though dialogue and Web 2.0

"In this article, I first explore the pedagogical basis for dialogue writing and then explain the process for creating online dialogues" (¶1, retrieved 2011.03.30).

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argumentation CALL dialogue writing education educational technology rubrics second language writing (SLW) technology writing

in list: Teacher Education, Educational Technology