Kobe KaiseiCollege
Kobe
Kaisei College

Integrating
BlendedLearning
intothe Language Classroom

Lori Rink and Mari Yamauchi
Introduction
Technology in the classroom
has become well established in Western higher educationand in Japanese businesses;
however,only recently have
CourseManagement Systems (CMS)in Japanese higher education gained2006). Using a CMS
popularity,in part due to govermnent policies(Tuzi,
can be done in a variety
of waysfrom aceessing a virtualclassroom withinteractionto providing it as a space of supplementaryout face-to-facelearningfbr classes held on college grounds. As teachers, itis critical to
ask how a CMS
can be mosteffective in language education
to avoid using
the CMS fortechnology'ssake.
Researchin compnter assisted language
useof technology comesfromleaming (CALL) has shown that successfu1"teachers'
effbrts in coordinating
learners'activities (Belz,2003; MullerHartman, 2000), structuring
language and content leaming (Levy,1997),
andcontext
and helping learnersto reflect critically on language,culture(Kern,2000; Ware& Kramsch, 2005)" (Kern,2006: 200). For this paper,anexplanationfor effeetively
incorporatinga CMS, Moodle, into campusbased classes wi11be described,includinga discussionof itsadaptability
for classes of varying levelsand itsconvenience
forindependent learning.
In order to avoid the pitfal1of using it for technology'ssake, this article
how to adapt face-to-facematerials
for online
will guideline whenandclassrooms
as wellas givedetailsof exercises that complement
in-class
activities.

wnat isblended learning?
The president of Pennsylvania State University,Graham B. Spanier,says
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that the implementationof e-learning"thesingle-greatest

unrecognized

into the traditionalclassroomistrend in higher education
today"(Young,2002, fl12). Therefbre,it is no surprise that buzzwords describing the useof technology

andcomputersin the classroom,

sueh

as

`web-

have increasedwith the risingpopularity of CALL. The term blended learningiis one of several being usedasmoreteachers and institutions
incorporatecomputers
intothe curriculum,
However, how is blended learning defined? For many, blended learningis
the combinationof both traditional
materials
and methods
with computermediatedcommunieation(CMC). That is,teachers and students are stillusing
notebooks,
textbooks,and blackboards,in coajunction
with compuVer technologies,
such as course
management
systems,
online activities andresources,
software, e-mail, and blogs.This marriage
oftraditional
teaching and new technologies can be seen in Figure 1.
assisted'`online'

,

,

and

Figure 1 : Broad`hybrid',

Conceptualizationof Blended Learning (Picciano,2007).

Understandably,blendedlearning can beelegant

to theof individu-

solutiondevelopment to the needsals" (Thorne,
2003: 16),which is essential for teachersin classrooms withstudents
of varying
languageabilities. Learning materials
that are tooeasy or dirncult(± 100 points on the TOEIC
test)can reduee
the learning
challengesof tailoring learning and

"an

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effect2005: 185). Therefore,instructorsneed to createby half('irb'k&rkre,

a widegeared to both lower-levelstudents as well as
are advanced.
Althoughblended learning can be a great beneinstruction
computer-mediatedtraditional instructionwith

range

those who

fit,mixingof activities

guarantee itssuccess.'
A successfu1 blend must beginwith analone

cannotlearningenvi-of theevaluation

For this paper, the courses took place at Kobe Kaisei Women'sCollege,and were taught by the authors of this paper. At Kobe Kaisei
in three different
Women's College,
the students have access to computerslabs. Also,the school promotes itselfas having a low student-teacher
in mind.
The
ratio,
andthe curriculum
is designed with small classes
CMS, Moodle, forteacherschose to add the technology of an open-source
it is free to download,
severalreasons.
First,becauseit is open-source,ronment.

whichhelpedto keep costs to a minimum.

Moodlewasalsocreatedwithof social constructionist
the approach
pedagogy in mind (Moodle,2007),so
it includes many
learner-centered functions.The CMS could also be
adaptedincrementally,beginning with a few blended activities and moving on to broadercuniculardevelopment.Moodle was incorporatedinto
TOEIC
for sophomores,
the following classes: Oral Communication
Courses,Computer Communication, and TESOL.

Adaptahilityfor multi-levelclassesEnglish abilities can vary greatly. To give an
the TOEIC scores of the students at theextreme example, Figure 2 shows
beginning of the TOEIC Intermediate course in the fal1of 2006. The line
graph shows each student's score, and the figureson the rightindicatethescore at that time was 534. The bar graph
TOEIC scores. The averagescore.
Notice that theindicatesthe student's score minus the average
differencebetween the highestand lowest score is nearly 400 points. In a
In someclasses,

multi-level
may

sents

elass

be suitablea realstudents'

likethis,wherefor only

opportunitya smallanestimatedaveragepart of the class,to respond

more"blendedeffbctively

levelof activities
learningrepreto an individual"(Thorne,2003: 37).
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College

Figure 2 : Resultof TOEIC

IP (July,2006);Average = 534 (N=15)

Thorne goes on to say,very natureof the blend buildsin flexibility" (2003:37), and providing choices of varying
levelsof activities in a
blended learningenvironment
ean be managed
moreeasily using
a CMS.
One possible way to organize learning activities
is to firsttake time forsynchronous
instruction. For example,
teachers can assign the entire
"The

class

commontasks dealing with thematic sets

and
study
skills,points, learningstrategies,
the students
time to learn asynchronously

of vocabulary,grammarforinstance,and then giveandindependently(online

them bo choose sensiquizzes, web search, and forum posts),encouraging
bly what they need to practice and to pace themselves. In the experience

the authors,

this has worked

in multi-levelclasses.
The situation where some students have completed
the work
with nothing
more
to do while others still need a lotof help with the same task can beeasily avoided.
[[headjustabledeliveryof content,
facilitatedby the CMS,
motivates
advancedlearners sinee giving
extra
exercisesor morechallenging tasks can help maintainthe interestof stronger students.
Inaddition,teachers can effectively help weakeror shier
students
by communicating
one-on-one
during the asynchronous
learningtime.
of oneof-quite well

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Encouraging independent learning with a CMS
Among many advantagesof deliveringlearningobjects online is providing
hints or explanations
this is withthat areaccessible

needed,when

An easy

to do
the mouse is
way

when
pop-up box that appears
placed over a particularletterstring. In Figure 3, fbrexample, when you
counter",the Japanese translaput the mouse over the stringtion of the phrase appears in the small pop-up box. Another way isto add
by clicking on
hyperlinks so that students can see hintsor explanations
hints helps stuIncluding these as-needed
specifiedstrings or objects.
difficulty.
workingeven
when
encounteringdents to continue
Furthermore,lettingthem choose to view the hints or not increasestheir
responsibility,which
isexpected to promote learnerautonomy.
a mouse-over"checkout

Figure 3 : An example

ofa

pop-up hint

it fhr easier to offer choices of activiUsing the CMS, Moodle, makes
The flexibledeliveryfacilties and resources
than paper-based materials.
independent learning byitatesmeeting
individualneeds and encourages
they needto do and to study at their
allowing
students
to choose what
as homework as well as indepenown
pace. Moodle exercises ean be given
it
While some students may finisha quiz, review
dentin-classactivities.
taking notes,

andthen go on to attempt-anotheramountwithina given

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take longer as they check the feedbackforeach question
or get clarification from the teacher. Yet, the stronger students'
focus onthe lesson'sobjectives
can be maintainedby offering an extra choice of
morechallenging activities that can be done independentlywith the CMS.
On the other hand, students who need more time ean also save their workand resume
their latestattempt wheneverthey like.
Instant feedback is alsoexpected to encourage
independent learningby helpingstudents to better understandcontentandto monitor
their
own
Both the quiz and lesson modulesof Moodle display
performance.
feedback immediately after each attempt.
As shown in Figure 4, thereviewsectionof a quizllesson automaticallyshows
the date of theattempt,
the score, and the time spent.
In addition, usefu1 explanations
can be included in the fee(ill)ack
so that students
can immediately understandwhatkind of mistakes they have made.
Also, using simpler questiontypes available with the Moodle quiz module,
such as multiple
choicetime, others

may

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be annous about #blSJ
be frtghtenedofteboutiat tz$]'rA

C d, Irightened

Figure 4 : Instantfeedback (thereview-

sectionof a quiz)

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is particularly
true/false,
along with the instant feedback function,
helpfu1forprompting lowerstudents to study.
andautonomous
leaming as
Moodle can also promote selfmonitoring
check
their learning history.As shown instudents
are able to easily
have been done
exercises
Figure 5 (A),students
can see at a glance what
andWhen they are not satisfied with previous performances,in (B).Thus, thethey may try again to get a higher score, as illustrated
learninghistoryfunctionserves well forlearnersto track themselves.
andtheir score,

(B)

(A)

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Figure 5 : Learning history

boards,which is a great way
can facilitate
independent learning into share student-created
content,
severalways.
First,since everythingposted online is always available toto keep
or teacher wants
courseparticipants as long as the administrator
classmates'
assignit there, students
can learn not only from current
For
ments,i)but also from previous students' work for the same course.
example,some
TESOL learnerstook itupon themselves to read the previand thoughts after finishingous students'
forum postsabout theirfeelingsin frontof the class. These posts helped
theirfirstteaching experience
those currently enrolled to get a clear image of what teaching in frontof
the class can be like.Second,when using the Moodle forum fora writing
without a delay in time, and stutask, learnerscan share theirexamples
using
Finally,

onlineforums and-message

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dents can benefitfrom eaeh

other'swork

instantly.They do not have tofor the teacher to collect the papers, make copies and redistributethem. This can help to givesome learners new ideas fbr writing,andmoreimportantly,stronger students' work can serve as a usefu1 sample
forweaker students.
wait

Considerations for less-independentlearners
Some students' language abilities can be quite low, and those at lower levels can find itquite difficult
to solve a simple word-order
quiz, as seen in
Figure 6. From the words
createdthe fblprovided in the quiz,students
lowingsentences: Loohiug is Klxteforyou (c£ 1),Ifeput those on the deskboohs(c£ 4),and 71histahes to bus you the station (cf5).

Figure 6 : A word

order

quiz and itsresuLt in the TOEIC

basiccourse

While blended learninghas proven to be a flexibleway

2007; N==20)(July,

to deliverinfor-

this flexibility
in itselfmighthinder lower students
aslearning components
often
requirea largeamountof selCdisciplineon the part of the learners"(Bonk& Graham, 2005: 15). The more learning objects that are deliveredandthe more choices that are givenmayoverwhelm
weakerstudents,which
caninhibittheiralDility
to makegood use of blended learning. By trying
to tailor materials
to the individual, the result may be that weaker studentswill find itcomplicatedto navigate
though the broad range of choices. In fact,some
studentsof the TOEIC Basic coursein the spring semesmation,

assignactivities,andmanagecontent,"[o]nline

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Collegeto do,while most students were quite capableof appropriately
choosingfrom the blended
learningactivities of the kind mentioned
above.
Yet,perhaps the weaker
students'
difficultywith using
the CMS stems from theirnot having devellearning materials,
oropedbasiclearninghabits,including organizing

ter of 2007 said they weremonitoringatthe end

often

at a

lossforwhat

theirlearningas theirresponses to the survey
ofthe
term suggest (Fig.
7 & Fig.8).

Figure 7:"Did

Figure8:

you organize"Did

you makequestionsgiven

al1the handoutsgiveninclass forreview?"(N=multiple

attempts

at online

20)

quizzes?"(N-20)

In order to effbctively helpthose lessindependent students take advansetting,considerationof many
difTbrentaspects
tage of a blended-leaming
isrequired, such as helpingthem to Iearnbasiclanguage points, streamlining activity choices, assigning smalIer steps, and giving
explicit guidance.2)
Below are some of the tactiesadopted to meet these requirements.
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CollegeFirst,using

hand-written
activities

ticmaps, gap-fi11
exercises
exercises

on

and

word

Moodle,can be an

on
order

effective

learn basiclanguage points,suchworksheetsway

helpingweaker

of

and

and

students

grammar (Fig.9).3)(B)Moodle outline

Figure 9 : Cembined use of a worksheet

seman-

with related

quizzes), eombined

as vocabulary(A)Part of a worksheet

creating
(e.g.

view

MoodleSecond, to narrow
down and streamline
the range of choices
for theTOEIC Basic course, exercises are roughly elassified into fbur categories
including:common
tasks foreveryone,
optional
basictasks,optional intertasks. As illustratedin Figure 9 (B),these categories are explicitly indicatedon Moodle by the numberof starsandthe poBition of each learning object(one easiest, three difficult),
those indented are optional tasks). Also,teacherscan streamline(in(B),
activity choices by scaffolding
the arrangement
paper handouts to matchof the Moodle activities.
It is reeommended
to keep the formats of theworksheetandthe Moodle outline as consistent
as possiblethroughout
mediate=tasks, optional

advanced

=

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the course.
Third, using

the Moodle fbrum or blogsfor writing

be aneffbctive
preparatory step to paragraph writing because posting to aforumfblogwith images allows even those with limitedEnglish ability tocreatea nice piece of work,
as illustrated
in FigurelO.This will givethem athem to makeothersense of achievement,
which helps motivate
posts
using
English. In addition, some bloghosts,like Blogger, allow you topost frorncell phones, whichis also expected

activities

to encourage

canautonomous

writing.

Figure 10: Students' blogposts

Considerations for motivating
learnersof independent
Teachers can also maintainor increase the motivation
can be provided
learnerswith a CMS. For example, additional materials
learning mere.
to students
who
are interested in autonomously
Additionalweb pages about topics discussedin the face-to-faceclassroom
can be added
as a resourceon the Moodle site. Students can then browse
this information at their leisure. These externallinks can also provide
content
for lessons and class materials.
In the Oral Communication
course,the classwasassigneda readingbook,anda majorsettingof theEllisIsland. Therefore,the teacher combineda virtualtour ofthe site with a lessonin Moodle. As learnerstoured the landmark online,
they were able to view historicalphotographs and to betterunderstandas sheexperienced
livingthere in thethe main character's circumstances
novel

was

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past. By seeing

the book's setting

for themselves, students
wereable toconstruct
morebackground knowledge, which improved their understanding of the text. In addition, students integrated knowledge between the
two learningobjects, the virtualtour and the novel. Ngure 11 is a sereen
shot includinga questionfrom the lessonin Moodle with the virtualtour's
website.
Students were asked to compare
the maincharacterfrom thebook to infbrmationabout a person mentioned
in the tour. By challenging
learnerswith the higher-cogriitive
task of synthesizing
information,they
maintainfocusand interestin the exercise.

Figure 11 : EllisIslandVirtual
Tour Lesson Assignment

Additionally,audio filesmay be added as support fbr independent
learners. For instance,the Oral Communication teacher chose to record
book and store the fiIesas a resourcein Moodle.
pages of the reading
Then, students interestedin pronunciationof new vocabulary
and sentence
intonationcould easily access those filesand read along with the book. An
additional
benefitof these fileswas the context they helped to create, as
leamers were able to hear the charaeters'emotions
and feelings.
Increased communicationwiththe teacherteach otherIn 2000, Salmon described the development of computer-mediatedeommunicationsocialization,(CMC) in five-stages:access and motivation,
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information exchange,knowledge construction, and development,wherestudents
use the technology fbrpersonal goals and reflection(Kannon&2004). Teacherswho want to increasethe students' ability to comMiller,
for usingmunicatethrough computersandthe students' opportunities
Englishoutside of the classroom have several options when using a CMS.
One feature which increases socializationand information exchange
through interactionis the instant messaging
function.Here, a teacher
can

make

comments

keep the student

orgiveadvice

motivated.

ona student's

Also,learnerscan

assignment,
send

which

a messagecanto theor to begina conversateacher asking forclarification on an assignment,
contact
is in thetion while both are online. Another place foradditional
holiday,the Oral Communication
During a week-long
Moodle chat room.
elass
was
giventhe opportunity to voluntarily participate in a chat thatusedscheduledelass time. One student
took place during the regularly
abroadandto prepare for the experithis chance to ask about studying
her development in CMC.
and demonstrated
ence. This aided the student
outsideof
The forum module
also allows for increasedcommunication
more paiticipation
the classroom,
and itis important forteachers to illicit
2000; Roper, 2007). After trackby asking pertinent questions(McKnight,
in the a(Svanced Oral Communicationcourse, itwas founding participation

to the teacher'squestions roughly 50% ofthe time,increased student parwant
as seen in Figure 12. Therefbre,teachers who
need
to ask additional
thought provoking questionsthatexpand
tieipationthat students

responded

Figure12 : Ellis
IslandVirtualTour Lesson Assignment
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on the topic.

The assignment
modulecanalso be usedcreatively
to help students
learn from each other and to exchange
information. An example of thisisthe online assignment,
Lori'sQuestion
Cafe. Students are required to privately
ask a question,any kind of question they like.Then, the teacher
reads
and
answerseach
thatquestion. Those questions and answers
everyonemay
benefitfrom are then posted in the LatestNews forum withcompleteanonymity.
This allows students
with lessconfidence
to askwhile
still contributing
to the educationof otherquestions comfortably,
students.
Additionallyit can contributeto the relationshipbetween thestudent and the teacher as the assigrimentinterprovides forconfidential
action withoutthe possibilityof beingjudged by otherstudents.

Creating opportunities

for learning outsideof

the physical class-roomNthoughis traditionally
thought of as taking place in a schoolor plaee of instruction,a CMS canofft:r various
experiences
outsideof theeducation

freeingthe classclassroom,
class
um

that is studying
or

site

relatedof time or

For example,aplace restrictions.
a panicular topic may
profitfrom visitinga museto that topic. That was the case for the Oral

Communication class, which
focused on global issues throughout theterm. Although Liberty Osaka Human Rights Museum, which
dedicates
itselfto the discriminationof a numberof groups in Japan, is close to thecampus,it proved difflcult
to organize
all of the students'
schedules
for asynchronoustour. Rather than miss the opportunity to learn from thethe students

their convenience withina three-week period. During the tour, learners neededtofi11out a paper handout that required them to find factsabout each discriminated
Afterwards, students
were given angroup in the exhibits.
online assighment
in the CMS that required them to describetheir experienee at the museum.
By using the CMS forthe follow-up
stuquestions,'
dentswere able to immediately express their ideas and reflections, without having to wait
forthe next face-to-faceclass to share
their views andexhibits,

were

asked

-

to visit the museum

at

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opinions.

Learning outside of the classroom
can also comefrom former students.
For example,
as mentioned
previously,the Oral Communication course
focusedon global
issuestopics,one of which was ecotourism. When the
had previouslytaken the course
teacher learnedthat two students'who
participatedin an
the students were

ecotourasked

in Bali,where they volunteered with children,
to talk about their experiencewiththe current

Unfortunately,
the former students'

class.

face-to-faceclass time. As an
to create

askedpresentationa slide-showwassharedUltimately,the use
tourism in a more.

alternative

conflictedschedules
solution,

the two students

presentation on the computer,the current
students
withof the CMS

enabledpersonal way

the classfe11ow college

as

with

the
were

and then thatin Moodle.
to learn abouteco-

students

sharedtheirexpenenees.

Conelusion
the authors
Ultimately,found a few guidelinesthat teachers can consider
before adapting
face-to-facematerials
into a CMS. If media will enhance
the context and realize a variety oflearning
styles, using
a CMS is recommended.
Additional audio filesfor reading books and mouse-overhints
are examplesof this and are options
that cannot be done easily in a traditional classroom.
The usefu1 explanations
teachers can include in thesuch
as in quizzes andimmediate feedbackin several Moodle modules,at the time oflessons,givestudents a betterunderstandingof their errors
is an advantage
of using
Moodle. As students
the mistake, which
grow
comfortablewithcomputer-mediatedcommunication,
they are able toexpress
themselves in differentways
than in the face-to-faceclassroom.
This adds new dimensions to the teacherlstudent relationshipandcanencourage
the use of English outside of the classroom.
The CMS facilitates learningthat goes beyond time and place, freeingthe elass of restrictions. This was the case forthe tour of the Human Rights Museum andthe Bali ecotourism
and redraftingpresentation.Undonhtedly, organizing
With the variety
of skillmaterials
is done more easily on the computer.
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Collegelevelsand English abili 七iesin some classroomsa CMS
is a feasibleway
managea largeamountof class content
and grades．

to

，

Notes
Moodle ’s 盈）rums

For

2）

135）．
The i portance of explicit guidance forthose less independent students
cussedin 山 内 （2007 138−139 ），anexampleofusing

fbr assigningtasks see 山 内 （2 07 ： 134−1）

writing，

皿

is brieflydis−：

3） Werksheetcontent should be gradually changed
more independently at a laterstage ．

to encourage

students

to take notes

Works Cited
Bonk ，C ．
J ＆ Graham ，C ．R ．（2005 ）．The IlandbooleofBlended Leaming ，CA ：Pfeiffer、
Kannan J ，＆ Miller，J．L ，（2004 ）．Affec七 and learner autonomy
in an online environment．
P ・ceedings
・f the 20th Annu
α t C ・ nference・n Distan ・e T ・a ・hing andLeα ・ning ．
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uwex ．
edu ／digted／confbrence ／Resource ＿library／proceedingsfO4＿1139．
pdf．
Kern ，R ．（2006 ）． Perspectives on technology in learning and teaching languages ，TESOL，40 183−210．
Quarterly
McKnight
C ．（2000 ）． Teaching critical thinking through online discussions、Educ use
23−4 38−41 ．Retrieved September 20 2007 from http：／fwww ．
educause．
edu ／ir！
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ServiceKobe Kaisei
KobeKaiseiCollege

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