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Year 2016, , 33 - 40, 15.01.2016
https://doi.org/10.32959/tojelt.229302

Abstract

References

  • Berger, P.L., & Luckmann, T. (1991). The social construction of reality: A treatise in the sociology of knowledge. UK, London: The Penguin Press. Available at http://perflensburg.se/Berger%20social-construction-of-reality.pdf.
  • Chan, A.Y.K., Chow, K.O. & Jia, W. (2003). A framework for evaluation of learning effectiveness in online courses. In: W. Zhou et al. (Eds.): ICWL 2003, LNCS 2783.
  • Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Strategies, concepts and application. USA, New Jersey: Pearson Education.
  • Kessler, G. (2010). Fluency and anxiety in self-access speaking tasks: the influence of environment. Computer Assisted Language Learning, 23(4), 361-375.
  • Kessler, G., & Bikowski, D. (2010). Developing collaborative autonomous learning abilities in computer mediated language learning: attention to meaning among students in wiki space. Computer Assisted Language Learning, 23(1), 41-58.
  • Kupetz, R., & Ziegenmeyer, B. (2005). Blended learning in a teacher training course: integrated interactive e-learning and contact learning. ReCALL, 17(2), 179-196.
  • Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). UK, Oxford: Oxford University Press.
  • Lightbown, P.M., & Spada, N. (2013). How languages are learned (4th ed.). UK, Oxford: Oxford University Press.
  • Lynch, D.J. (2010). Application of online discussions and cooperative learning strategies to online and blended college courses. College Student Journal, 44(3), 777-784.
  • Mellow, J.D. (2000). Toward principled eclecticism in language Teaching: The Two-Dimensional Model and the Centring Principle. TESL-EJ: Teaching English as a second or foreign language, 5(4). Available at http://tesl-ej.org/ej20/a1.html.
  • Moodle.Com available at https://moodle.com/ (n.d.).
  • Pereira, J.A., Pleguezuelos, E., Merí, A., Molina-Ros, A., Molina-Tomás, M.C., & Madeu, C. (2007). Effectiveness of using blended learning strategies for teaching and learning human anatomy. Medical Education, 41(2), 189-195.
  • Purvis, A.J., Aspden, L.J., Bannister, P.W., & Helm, P.A. (2011). Assessment strategies to support higher level learning in blended delivery. Innovations in Education and Teaching International, 48(1), 91-100.
  • Rice, W., & Smith Nash, S. (2010) Moodle 1.9 Teaching Techniques: Creative ways to build powerful and effective online courses. UK, Birmingham: Packt Publishing Ltd.
  • Roed, J. (2003). Language learner behavior in a virtual environment. Computer Assisted Language Learning, 16(2-3), 155-172.
  • Thorne, K. (2003). Blended learning: How to integrate online and traditional learning. UK, London: Kogan Page. Available at http://www.uady.mx/~contadur/sec-cip/articulos/libros_online/ambientesvirt/KoganPage2003BlendedLearningHowtoIntegrateOnlineandTraditionalLearning2.pdf.
  • Williams, M., Burden, R.L. (1997). Psychology for Language Teachers: A Social Constructivist Approach. UK, Cambridge: Cambridge University Press.
  • Wold, K. A. (2011). Blending theories for instructional design: creating and implementing the structure, environment, experience, and people (SEEP) model. Computer Assisted Language Learning, 24(4), 371-382.

Students’ Assessment of Blended Learning in an English Language Instruction Course at the University of Cuenca

Year 2016, , 33 - 40, 15.01.2016
https://doi.org/10.32959/tojelt.229302

Abstract

The research aimed to assess students’ appreciation of blended learning in a fourth-level English language instruction course at the University of Cuenca. The experiment was conducted in 2011 during the spring semester, and a total of 58 students participated. For the class, a mix of classical teaching using a textbook and instruction via internet using the Moodle software were used in harmony. The impressions and experiences of the students were gathered via a questionnaire and an interview; and analysed through Excel. The students liked the blended approach, were motivated to practice and communicate, learned better and more effectively, and considerably improved their English language skills. Initially, introducing the blended approach meant an additional burden for the lecturer, but, in the end, it considerably facilitated the teaching process. The experiment revealed that the university has to enhance its technological platform to make the modular, internet-based sections of the course function smoothly.

Keywords: blended learning, English language course, Moodle, textbook, evaluation.

References

  • Berger, P.L., & Luckmann, T. (1991). The social construction of reality: A treatise in the sociology of knowledge. UK, London: The Penguin Press. Available at http://perflensburg.se/Berger%20social-construction-of-reality.pdf.
  • Chan, A.Y.K., Chow, K.O. & Jia, W. (2003). A framework for evaluation of learning effectiveness in online courses. In: W. Zhou et al. (Eds.): ICWL 2003, LNCS 2783.
  • Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Strategies, concepts and application. USA, New Jersey: Pearson Education.
  • Kessler, G. (2010). Fluency and anxiety in self-access speaking tasks: the influence of environment. Computer Assisted Language Learning, 23(4), 361-375.
  • Kessler, G., & Bikowski, D. (2010). Developing collaborative autonomous learning abilities in computer mediated language learning: attention to meaning among students in wiki space. Computer Assisted Language Learning, 23(1), 41-58.
  • Kupetz, R., & Ziegenmeyer, B. (2005). Blended learning in a teacher training course: integrated interactive e-learning and contact learning. ReCALL, 17(2), 179-196.
  • Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). UK, Oxford: Oxford University Press.
  • Lightbown, P.M., & Spada, N. (2013). How languages are learned (4th ed.). UK, Oxford: Oxford University Press.
  • Lynch, D.J. (2010). Application of online discussions and cooperative learning strategies to online and blended college courses. College Student Journal, 44(3), 777-784.
  • Mellow, J.D. (2000). Toward principled eclecticism in language Teaching: The Two-Dimensional Model and the Centring Principle. TESL-EJ: Teaching English as a second or foreign language, 5(4). Available at http://tesl-ej.org/ej20/a1.html.
  • Moodle.Com available at https://moodle.com/ (n.d.).
  • Pereira, J.A., Pleguezuelos, E., Merí, A., Molina-Ros, A., Molina-Tomás, M.C., & Madeu, C. (2007). Effectiveness of using blended learning strategies for teaching and learning human anatomy. Medical Education, 41(2), 189-195.
  • Purvis, A.J., Aspden, L.J., Bannister, P.W., & Helm, P.A. (2011). Assessment strategies to support higher level learning in blended delivery. Innovations in Education and Teaching International, 48(1), 91-100.
  • Rice, W., & Smith Nash, S. (2010) Moodle 1.9 Teaching Techniques: Creative ways to build powerful and effective online courses. UK, Birmingham: Packt Publishing Ltd.
  • Roed, J. (2003). Language learner behavior in a virtual environment. Computer Assisted Language Learning, 16(2-3), 155-172.
  • Thorne, K. (2003). Blended learning: How to integrate online and traditional learning. UK, London: Kogan Page. Available at http://www.uady.mx/~contadur/sec-cip/articulos/libros_online/ambientesvirt/KoganPage2003BlendedLearningHowtoIntegrateOnlineandTraditionalLearning2.pdf.
  • Williams, M., Burden, R.L. (1997). Psychology for Language Teachers: A Social Constructivist Approach. UK, Cambridge: Cambridge University Press.
  • Wold, K. A. (2011). Blending theories for instructional design: creating and implementing the structure, environment, experience, and people (SEEP) model. Computer Assisted Language Learning, 24(4), 371-382.
There are 18 citations in total.

Details

Primary Language En
Journal Section Articles
Authors

Vicente Pacheco Salazar

Publication Date January 15, 2016
Published in Issue Year 2016

Cite

APA Pacheco Salazar, V. (2016). Students’ Assessment of Blended Learning in an English Language Instruction Course at the University of Cuenca. Turkish Online Journal of English Language Teaching, 1(1), 33-40. https://doi.org/10.32959/tojelt.229302
AMA Pacheco Salazar V. Students’ Assessment of Blended Learning in an English Language Instruction Course at the University of Cuenca. TOJELT. January 2016;1(1):33-40. doi:10.32959/tojelt.229302
Chicago Pacheco Salazar, Vicente. “Students’ Assessment of Blended Learning in an English Language Instruction Course at the University of Cuenca”. Turkish Online Journal of English Language Teaching 1, no. 1 (January 2016): 33-40. https://doi.org/10.32959/tojelt.229302.
EndNote Pacheco Salazar V (January 1, 2016) Students’ Assessment of Blended Learning in an English Language Instruction Course at the University of Cuenca. Turkish Online Journal of English Language Teaching 1 1 33–40.
IEEE V. Pacheco Salazar, “Students’ Assessment of Blended Learning in an English Language Instruction Course at the University of Cuenca”, TOJELT, vol. 1, no. 1, pp. 33–40, 2016, doi: 10.32959/tojelt.229302.
ISNAD Pacheco Salazar, Vicente. “Students’ Assessment of Blended Learning in an English Language Instruction Course at the University of Cuenca”. Turkish Online Journal of English Language Teaching 1/1 (January 2016), 33-40. https://doi.org/10.32959/tojelt.229302.
JAMA Pacheco Salazar V. Students’ Assessment of Blended Learning in an English Language Instruction Course at the University of Cuenca. TOJELT. 2016;1:33–40.
MLA Pacheco Salazar, Vicente. “Students’ Assessment of Blended Learning in an English Language Instruction Course at the University of Cuenca”. Turkish Online Journal of English Language Teaching, vol. 1, no. 1, 2016, pp. 33-40, doi:10.32959/tojelt.229302.
Vancouver Pacheco Salazar V. Students’ Assessment of Blended Learning in an English Language Instruction Course at the University of Cuenca. TOJELT. 2016;1(1):33-40.