Query: Blended learning for ELT

title: Blended Learning for ELT.
abstract: Information and communication technology (ICT) has grown exponentially during the past three decades considerably changed many aspects in industrial and trading sectors. Currently, it is revolutionizing education. One of the most important results of the revolution is the emergent of blended learning, which combines the best of face to face and ICT application. This article reviews current ideas, practices, and empirical information concerning the nature of blended learning in general and Computer Assisted Language Learning (CALL) a version of blended learning particularly used in English Language Teaching (ELT) in particular. All of these will hopefully enrich creative ideas for implementing blended learning in ELT to enhance our student's achievement.

title: INFORMATION TECHNOLOGY INTEGRATED EDUCATION, A HARD ROAD TO TRAVEL FOR LAME DUCKS: BLENDED INSTRUCTIONAL DELIVERY, POTENTIALS FOR LEARNING AFFORDANCES FOR ELT STUDENTS, UNIVERSITE FELIX HOUPHOUET BOIGNY, COTE D'IVOIRE
abstract: Increasingly, matters relating to formal education have been moving away from secular formats to more technology oriented ones, such as online and various distance teaching and learning networking arrangements. While advanced educational systems have been being carried in a general momentum towards these newer information technology integrated instructions, the vast majorities of countries worldwide lag behind. Such ones are those from the developing world, in general, and particularly most African countries. Among the main reasons, as it appears the culture of these newer ways of doing education and issues regarding the external environment are prominent candidates. Consequently, it is hard for all those countries to actually be on board. However, there seem glimpses of hope to benefit from advances in technological innovation even in underprivileged areas. To what extent can some forms of information technology be incorporated in education, and to what avail? Such was the central questioning which this research project tried to address. It turned out that forms of blended instructional formats were viable solutions given the many teaching and learning affordances they embody. A major contention that transpired from this study was that, based on their particular circumstances, instructors would be much better off considering the use of some forms of integration of new technologies in their instructional design than no integration at all, pending better auspices.

title: EFL Learners' Perception about Integrating Blended Learning in ELT
abstract: The study highlights English a Foreign Language (EFL) learners' perceptions about integrating Blended Learning (BL) to facilitate them completing their foundation year English courses at a Saudi university. The focus of the study was to investigate "the EFL learners' perception about integrating blended learning in their English Language Teaching (ELT) process" For this purpose, a survey was constructed in three subsections investigating the learners' viewpoints about BL as a platform: a) to improve learners' interaction, b) to increase their interests, and c) to provide autonomous learning. A mixed approach was adopted for the study to be conducted in one of the largest universities in Saudi Arabia. The participants (n=120) taken as sample were studying intensive English courses at four different levels as per the Common European Framework of Reference (CEFR) during their first year at university. The data was collected by using the designed survey consisting sixteen closed and an open ended question to investigate the learners' perceptions in depth. The results indicate an overall positive attitude of the learners towards BL integration. ANOVA analysis of the variables shows insignificant effect of the 'level of computer proficiency' and the 'level of learners' language skills' on their perceptions. The results conclude that the learners' perceptions are found in favour of BL. Thus, it is recommended to integrate BL to increase the learners' interest, interaction, and autonomy.

title: Blended Learning: The Future of ELT

title: THE STUDENTS' PERCEPTION TOWARD IMPLEMENTING BLENDED LEARNING METHOD IN ENGLISH LANGUAGE TEACHING (ELT) AT THE 5th SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT
abstract: The objective of this research to find out the students' perception toward implementing Blended learning method in English Language Teaching (ELT) at fifth semester students English Department Makassar Muhammadiyah University. This research applied the descriptive method for the data collection by using the close ended questionnaire consisting 15 statements, open ended questionnaire consisting 5 numbers, and 5 numbers for lecturer interview. The data was taken from 35 students in a class by using purposive sampling technique. The result of this research was of this study gave their positive perception toward the implementing BL method in ELT. The positive judgment from the respondents came from their experience in learning by received BL method. It can be seen from the students' questionnaire, their agreement was showed that they enjoy in learning when the lecturer implementing BL method. Besides that, the benefit of BL method for the students made them more interested in learning. It is also can be seen from students' questionnaire that they got some benefits from the method, one of them was the students become more active and responsible for learning.

title: Understanding Learner Autonomy through MOOC Supported Blended Learning Environments: An Investigation into Chinese MA ELT Students' Beliefs.
abstract: This short paper attempts to investigate how the FutureLearn2 Massive Open Online Course (MOOC) blend, integrated into the module Theories, Methods, and Approaches of Language Learning and Teaching on the Master of Arts (MA) in English Language Teaching and Applied Linguistics at Coventry University, affected Chinese MA students' perceptions of learner autonomy and their teaching practice. The findings are supported by the data collected from an online survey, individual semi structured interviews, and Video Stimulated Recall (VSR) interviews based on microteaching practices carried out by participants for the module Teaching English in Higher Education. The study identified a gap between experienced teachers' theoretical beliefs on learner autonomy and their microteaching practice, which could be influenced by their prior teaching experience in the traditional teacher centred Chinese educational context.

title: Discerning F2F Success in Blended Learning for Teacher Development with Activity Theory
abstract: A recurring complaint about the failure of professional development workshops in Asian ELT usually occurs as a result of ignoring the teacher's voice. Therefore, the chief aim of this study was to minimize this increasing divide by providing an opportunity to be heard. One hundred and thirty four High School teacher participants, while attending a professional development workshop in the North of Thailand, shared their insights on face to face (F2F) aspects in blended learning. Based on Activity Theory, a questionnaire, semi structured interviews, and bite sized journals gathered the opinions, and reflections of the participants. Then the data was, first, categorized and analyzed using framework analysis. Second, the outcomes, using the guiding principles of the second generation human activity system model (Engstrom 1999) identified the tensions, and contradictions. The findings provide pertinent implications for secondary school contexts' with similar backgrounds, regarding F2F interactions, and identify suggestions for improving the F2F interactions beyond the confines of a classroom meeting.

title: ELT instructors' attitudes towards the use of Blended Learning in tertiary level English language programs
abstract: The aim of this study is to find the attitudes of language instructors towards blended learning at English Language Program of a foundation university, and to find out the nature of Schoology, a learning management system, for blended learning purposes. The participants were 35 English language instructors working at the foundation university in Turkey. A questionnaire developed by Moukali (2012) was used as a data collection tool in this study. The findings revealed that the English language instructors working for tertiary level English Language Program have a positive attitude towards blended learning. On the other hand, the opinions of the participants to make blended learning more successful in language teaching and learning environments were reflected comprehensively in the study

title: A Blended Learning Case Study: The Application of Station Rotation Model in ELT Listening and Speaking Class at Phayao Pittayakhom School
abstract: The purpose of this research is to investigate a blended learning approach that could be applicable for English Language Teaching (ELT) in listening and speaking within Thai provincial school educational contexts. This qualitative case study purposively selected Station Rotation Model (SRM) to be studied in ELT listening and speaking class at a Thai provincial school. This research paper aims at finding the barriers and benefits, as well as the challenges of SRM application in a Thai provincial school. The study is conducted at Phayao Pittayakhom School, a provincial public high school in Phayao, a northern province in Thailand. There were total sample of 45 participants from Matthayom 4 class: 20 female and 25 male students, aged between 15 to 16 years old. Research data and findings were collected from classroom observation, observational report, quizzes, and focus group interviews. The research have obtained substantial key findings on students' positive learning responses and attitudes towards SRM, potential barriers and benefits of SRM implementation in ELT listening and speaking class, as well as the challenges found in Thai provincial school settings. This research is determined to encourage further research on other blended learning approaches that could be useful and effective for Thai public provincial schools and other educational settings or levels.

title: New technologies, blended learning and the 'flipped classroom' in ELT