Blended Learning in the Teaching of English as a Foreign Language: An Educational Challenge

Main Article Content

Carol Anne Ochoa Alpala
Eliana Edith Roberto Flórez

Abstract

Blended Learning has become one of the most common ways to teach EFL (English as a Foreign Language) due to its double component, which integrates Face-to-Face classes with virtual learning in order to offer students a wide range of materials and resources organized in a methodological way. Over the years, teachers and students have changed the way this educational process is seen because new technologies have been implemented and teachers have to propose new ways of working to display materials that complement EFL Face-to-Face classes. However, the implementation of a Blended Course must have a pedagogical foundation for each setting where it is planned in order to be developed. This article seeks to present some integrative components of Blended Learning and how they have been applied in several researches done in different contexts as well as to present some considerations to keep in mind when designing, implementing and evaluating this model. Besides, it encourages teachers to reflect upon Blended Learning (BL) as a potential and different way to approach learning EFL, taking advantage of all the emerging pedagogical tools.

Article Details

How to Cite
Ochoa Alpala, C. A., & Roberto Flórez, E. E. (2011). Blended Learning in the Teaching of English as a Foreign Language: An Educational Challenge. HOW, 18(1), 154–168. Retrieved from https://www.howjournalcolombia.org/index.php/how/article/view/57
Section
Reports on Pedagogical Experiences
Author Biographies

Carol Anne Ochoa Alpala, Universidad Santo Tomás, Tunja

Carol Anne Ochoa Alpala is a candidate for the Master of Arts in Teaching Foreign Languages at UPTC (Universidad Pedagógica y Tecnológica de Colombia, Tunja). She works as an English teacher and researcher at Santo Tomás University in Tunja. Her central research line is e-learning.

Eliana Edith Roberto Flórez, Universidad Santo Tomás, Tunja

Eliana Edith Roberto Flórez is currently studying for a Master in English Language Teaching at UPTC and is working on her final research project. At the same time, she works at Santo Tomás University. She enjoys working with students to help them meet their academic goals.

References

Albrect, B. (2006). Enriching student experience through blended learning. Center for Applied Research: Research Bulletin, 12, (12 pages).

Al-Jarf, R. (2007) Impact of blended learning on EFL college readers. IADIS International Conference e-Learning 2007, Lisbon, Portugal, July 6-8.

Ariza, A. (2004). Curricular units: Powerful tools to connect the syllabus with students’ needs and interests. PROFILE: Issues in Teachers’ Professional Development, 5, 140-157.

Bañados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully. CALICO Journal, 23(3), 533-550.

Bender, T. (2003). Discussion-based online teaching to enhance student learning. Sterling, VA: Stylus Publishing.

Bersin, J. (2004). The blended learning book: Best practices, proven methodologies and lessons learned. San Francisco, California: Pfeiffer. Retrieved from http://books.google.com/books?id=8efvdPMExssC&printsec=frontcover&dq=blended+learning&hl=es&ei=xD9TY7DAqrt0gHQhMTEAw&sa=X&oi=book_result&ct=result&resnum=2&ved=0CC8Q6AEwAQ#v=onepage&q&f=false

Berwick, R. (1989). Needs assessment in language programming: From theory to practice. In R. K. Johnson (Ed.), The second language curriculum (pp. 48-62). Cambridge: Cambridge University Press.

Brudermann, C. (2010). From action research to the implementation of ICT pedagogical tools: Taking into account students’ needs to propose adjusted online tutorial practice. ReCALL, 22(2), 172-190.

Cantor, D. (2009). Discussion boards as tools in blended EFL learning programs. PROFILE: Issues in Teachers’ Professional Development, 11(1), 107-121.

Clavijo, A., Hine, N., & Quintero, L. M. (2008). The virtual forum as an alternative way to enhance foreign language learning. PROFILE: Issues in Teachers’ Professional Development, 9(1), 219-236.

Dudeney, G. & Hockly, N. (2007). How to teach English with technology. London: Pearson Longman.

Khan, B. (2005). Managing e-learning: Design, delivery, implementation and evaluation. USA: The Idea Group Inc.

Liang, M. & Bonk, C. J. (2009). Interaction in blended EFL learning: Principle and practice. Retrieved from http://www.itdl.org/journal/jan_09/article01.htm

Miyazoe, T. (2008). LMS–based EFL blended learning: Blackboard vs. Moodle. Retrieved from http://es.scribd.com/doc/62898287/LMS-Based-EFL-Blending-Learning-Blackboard-vs-Moodle

Murray, D. (2008). From marginalization to transformation: How ICT is being used in ESL learning today. International Journal of Pedagogies and Learning, 4(5), 20-35.

Núñez, A. & Téllez, M. F. (2009). ELT Materials: The key to fostering effective teaching and learning settings. PROFILE: Issues in Teachers’ Professional Development, 11(2), 171-186.

Yamauchi, M. (2009). Integrating Internet technology into the EFL classroom: A case study. International Journal of Pedagogies and Learning, 5(2), 3-19.