Research Article
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Year 2022, Volume 23, Issue 1, 60 - 73, 01.01.2022
https://doi.org/10.17718/tojde.1050353

Abstract

References

  • Alammary, A., Carbone, A. & Sheard, J. (2016). Blended learning in higher education: Delivery methods selection. Research Papers, 150, https://aisel.aisnet.org/ecis2016_rp/150
  • Atmacasoy, A. & Aksu, M. (2018). Blended learning at pre-service teacher education in Turkey: A systematic review. Education and Information Technologies, 23, 2399-2422. https://doi.org/ 10.1007/s10639- 018-9723-5
  • Atmojo, A. E. P. & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76. https://doi.org/10.18326/rgt. v13i1.49-76
  • Bayyurt, Y. & Kerestecioglu, F. (2018). Effective use of online tools in engineering classes. In Palalas, A., Norman, H. & Pawluk P. (Eds.), IIABL 2018 - Blended learning in the age of social change and innovation: Proceedings of the third world conference on blended learning (pp. 97-101). Athens: International Association for Blended Learning.
  • Bayyurt, Y. & Sifakis, N. C. (2015a). Developing an ELF-aware pedagogy: Insights from a self-education programme. In P. Vettorel (Ed.), New frontiers in teaching and learning English (pp. 55-76). Cambridge: Cambridge Scholars Publishing.
  • Bayyurt, Y. & Sifakis, N. C. (2015b). ELF-aware in-service teacher education: A transformative perspective. In H. Bowles & A. Cogo (Eds.), International perspectives on teaching English as a lingua franca (pp. 117- 135). Basingstoke: Palgrave Macmillan.
  • Bayyurt, Y. & Sifakis, N. C. (2017). Foundations of an EIL-aware teacher education. In A. Matsuda (Ed.), Preparing teachers to teach English as an international language (pp. 3-18). Bristol: Multilingual Matters.
  • Bersin, J. (2004). The blended learning book: Best practices, proven methodologies and lessons learned. San Francisco, CA: Pfeiffer.
  • Caner, M. (2010). A blended learning model for teaching practice course. Turkish Online Journal of Distance Education, 11(3), 79-97. Retrieved from https://dergipark.org.tr/tr/pub/tojde/ issue/16909/176358
  • Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24, 2523–2546. https://doi.org/10.1007/s10639-019-09886-3 Cleveland-Innes, M., & Wilton, D. (2018). Guide to blended learning. Burnaby: Commonwealth of Learning.
  • Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks: Sage.
  • Ferdig, R., Cavanaugh, C. & Freidhoff, J. (2012). Lessons learned from blended programs: Experiences and recommendations from the field. Vienna: INACOL Publishing.
  • Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7, 95–105. Retrieved from https://www.sciencedirect. com/science/article/abs/pii/S1096751604000156?via%3Dihub
  • Jenkins, J., Cogo, A. & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281-315. https://doi.org/10.1017/S0261444811000115
  • Karatas, K. (2017). Predicting teacher candidates’ self-directed learning in readiness levels for terms of metacognitive awareness levels. Hacettepe University Journal of Education, 32(2), 451–465. https:// doi.org/10.16986/HUJE.2016017218
  • Karatas, T. O. & Tuncer, H. (2020). Sustaining language skills development of pre-service EFL teachers despite COVID-19 interruption: A case of emergency distance education. Sustainability, 12, 81- 88. https://doi.org/10.3390/su12198188
  • Kemaloglu-Er, E., & Bayyurt, Y. (2016). ELF-aware teacher education with pre-service teachers: A transformative and technology enhanced case from Turkey. In N. Tsantila, J. Mandalios & M. Ilkos (Eds.), ELF: Pedagogical and interdisciplinary perspectives (pp. 261-267). Athens: Deree – The American College of Greece.
  • Kemaloglu-Er, E. & Bayyurt, Y. (2018). ELF-aware pre-service teacher education: Teaching practices and reflections from Turkey. In L. Cavalheiro (Ed.), Preparing English language teachers for today’s globalized world (pp. 47-63). Lisbon: Humus.
  • Kemaloglu-Er, E. & Bayyurt, Y. (2019). ELF-awareness in teaching and teacher education: Explicit and implicit ways of integrating ELF into the English language classroom. In N. C. Sifakis & N. Tsantila (Eds.), English as a Lingua Franca for EFL contexts (pp. 159-174). Bristol: Multilingual Matters.
  • Kemaloglu-Er, E. & Bayyurt, Y. (2020). Project-based and ELF-aware pre-service teacher education in Turkey: Sample cases of discovery, creativity, interaction and multicultural diversity. In A. Gras- Velazquez (Ed.), Project-based learning in second language acquisition: Building communities of practice in higher education (pp. 82-97). New York: Routledge.

IMPLEMENTATION OF BLENDED LEARNING IN ENGLISH AS A LINGUA FRANCA (ELF)-AWARE PRE-SERVICE TEACHER EDUCATION

Year 2022, Volume 23, Issue 1, 60 - 73, 01.01.2022
https://doi.org/10.17718/tojde.1050353

Abstract

Blended learning which synthesizes face-to-face instruction with distance education opportunities in educationally meaningful ways aims to take advantage of the affordances of both genuine and virtual types of teaching and ubiquitously equip learners without the limitation of time and space. Blended learning has been integrated into several pre-service teacher education courses to soundly cultivate teacher candidates with the efficient use of online and class time. Yet, to date, there has been no research on the use of blended learning in English as a lingua franca (ELF)-aware pre-service teacher education. This study aims to introduce an intensive blended learning model devised to raise ELF-awareness of pre-service teachers via critical reflection and investigate its effectiveness through their views. The data were collected by a questionnaire with closed- and open-ended items and semi-structured interviews and analyzed via quantitative and qualitative analysis. The findings showed the blended learning model was rated to be effective in raising ELF-awareness of the participants. The advantages of the model were also reported along with challenges and the ways to address them. Overall, the results indicate a high level of satisfaction about the model and it is suggested blended learning be used in pre-service teacher education contexts.

References

  • Alammary, A., Carbone, A. & Sheard, J. (2016). Blended learning in higher education: Delivery methods selection. Research Papers, 150, https://aisel.aisnet.org/ecis2016_rp/150
  • Atmacasoy, A. & Aksu, M. (2018). Blended learning at pre-service teacher education in Turkey: A systematic review. Education and Information Technologies, 23, 2399-2422. https://doi.org/ 10.1007/s10639- 018-9723-5
  • Atmojo, A. E. P. & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76. https://doi.org/10.18326/rgt. v13i1.49-76
  • Bayyurt, Y. & Kerestecioglu, F. (2018). Effective use of online tools in engineering classes. In Palalas, A., Norman, H. & Pawluk P. (Eds.), IIABL 2018 - Blended learning in the age of social change and innovation: Proceedings of the third world conference on blended learning (pp. 97-101). Athens: International Association for Blended Learning.
  • Bayyurt, Y. & Sifakis, N. C. (2015a). Developing an ELF-aware pedagogy: Insights from a self-education programme. In P. Vettorel (Ed.), New frontiers in teaching and learning English (pp. 55-76). Cambridge: Cambridge Scholars Publishing.
  • Bayyurt, Y. & Sifakis, N. C. (2015b). ELF-aware in-service teacher education: A transformative perspective. In H. Bowles & A. Cogo (Eds.), International perspectives on teaching English as a lingua franca (pp. 117- 135). Basingstoke: Palgrave Macmillan.
  • Bayyurt, Y. & Sifakis, N. C. (2017). Foundations of an EIL-aware teacher education. In A. Matsuda (Ed.), Preparing teachers to teach English as an international language (pp. 3-18). Bristol: Multilingual Matters.
  • Bersin, J. (2004). The blended learning book: Best practices, proven methodologies and lessons learned. San Francisco, CA: Pfeiffer.
  • Caner, M. (2010). A blended learning model for teaching practice course. Turkish Online Journal of Distance Education, 11(3), 79-97. Retrieved from https://dergipark.org.tr/tr/pub/tojde/ issue/16909/176358
  • Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24, 2523–2546. https://doi.org/10.1007/s10639-019-09886-3 Cleveland-Innes, M., & Wilton, D. (2018). Guide to blended learning. Burnaby: Commonwealth of Learning.
  • Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks: Sage.
  • Ferdig, R., Cavanaugh, C. & Freidhoff, J. (2012). Lessons learned from blended programs: Experiences and recommendations from the field. Vienna: INACOL Publishing.
  • Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7, 95–105. Retrieved from https://www.sciencedirect. com/science/article/abs/pii/S1096751604000156?via%3Dihub
  • Jenkins, J., Cogo, A. & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281-315. https://doi.org/10.1017/S0261444811000115
  • Karatas, K. (2017). Predicting teacher candidates’ self-directed learning in readiness levels for terms of metacognitive awareness levels. Hacettepe University Journal of Education, 32(2), 451–465. https:// doi.org/10.16986/HUJE.2016017218
  • Karatas, T. O. & Tuncer, H. (2020). Sustaining language skills development of pre-service EFL teachers despite COVID-19 interruption: A case of emergency distance education. Sustainability, 12, 81- 88. https://doi.org/10.3390/su12198188
  • Kemaloglu-Er, E., & Bayyurt, Y. (2016). ELF-aware teacher education with pre-service teachers: A transformative and technology enhanced case from Turkey. In N. Tsantila, J. Mandalios & M. Ilkos (Eds.), ELF: Pedagogical and interdisciplinary perspectives (pp. 261-267). Athens: Deree – The American College of Greece.
  • Kemaloglu-Er, E. & Bayyurt, Y. (2018). ELF-aware pre-service teacher education: Teaching practices and reflections from Turkey. In L. Cavalheiro (Ed.), Preparing English language teachers for today’s globalized world (pp. 47-63). Lisbon: Humus.
  • Kemaloglu-Er, E. & Bayyurt, Y. (2019). ELF-awareness in teaching and teacher education: Explicit and implicit ways of integrating ELF into the English language classroom. In N. C. Sifakis & N. Tsantila (Eds.), English as a Lingua Franca for EFL contexts (pp. 159-174). Bristol: Multilingual Matters.
  • Kemaloglu-Er, E. & Bayyurt, Y. (2020). Project-based and ELF-aware pre-service teacher education in Turkey: Sample cases of discovery, creativity, interaction and multicultural diversity. In A. Gras- Velazquez (Ed.), Project-based learning in second language acquisition: Building communities of practice in higher education (pp. 82-97). New York: Routledge.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Elif KEMALOGLU ER This is me (Primary Author)
ADANA ALPARSLAN TURKES SCIENCE AND TECHNOLOGY UNIVERSITY
0000-0003-1238-1018
Türkiye


Yasemin BAYYURT This is me
BOGAZICI UNIVERSITY
0000-0002-3851-0888
Türkiye

Publication Date January 1, 2022
Application Date February 12, 2021
Acceptance Date
Published in Issue Year 2022, Volume 23, Issue 1

Cite

APA Kemaloglu Er, E. & Bayyurt, Y. (2022). IMPLEMENTATION OF BLENDED LEARNING IN ENGLISH AS A LINGUA FRANCA (ELF)-AWARE PRE-SERVICE TEACHER EDUCATION . Turkish Online Journal of Distance Education , 23 (1) , 60-73 . DOI: 10.17718/tojde.1050353