Teaching Modes In Blended Language Learning Contexts

Following the actual trends in European education, " Babeş-Bolyai " University offers to the foreign students the possibility to study and/or improve their skills in Romanian. Our objective in this paper is to present how Clipflair, a cloud-based platform for Romanian as foreign language (RLS) learning can be a fun and interactive tool for the students interested in this language. We will focus on the Romanian as foreign language module of Clipflair platform and will illustrate the way Clipflair facilitates the access of the students to attractive learning contents and makes language learning a more enriching experience.

Keywords: Romanian as foreign language, Clipflair, blended learning, computer assisted learning, virtual platform for language learning. Cuvinte-cheie: Limba română ca limbă străină, RLS, Clipflair, predarea limbilor străine asistată de calculator, platformă virtuală pentru învăţarea limbilor străine.

The objectives of this research were: 1 ) to find the effectiveness of the blended learning management activity package 2) to compare the learning achievement 3) to study memory retention and 4) to study the satisfaction with the blended learning activities.

Although we are aware of the shortcomings mentioned, we think that the results of the study on the effectiveness of blended education, and to increase the concentration of educational programs that contribute to the renaissance of the community, Blended Learning Programs are considered an effective starting point for students to achieve continuing education, combining the classic kinds of learning with online learning. Blended learning is one of the most popular pedagogical methods, and has received numerous researches on blended learning since its beginning in recent years, the introduction of new technological innovations to fill the gap between traditional learning and face-to-face learning. The main purpose of this study is to review and analyze the studies conducted on blended learning through thinking about the past, present and future. In this article, the researcher discussed blended learning system, showing that the use of e-learning in the role of education in general needs a period of time to be good training stage to get rid of the traditional methods, and finding easier ways and more accurate for education and evaluation, and concludes importance of blended learning in preparation for the application of e-learning , so the researcher should direct his research to this type of education so that it is applied properly scientific. Finally, the recent developments in the technology encourages students and teachers to apply blended learning in their ranks, and this is one of the questions that will be discussed in this paper in addition to the successful factors for implementing blended learning and the efficiencies needed for teachers and students to achieve blended learning. We highlighted some successful experiences regionally, globally and some successful experiences in Sudan and what future directions of blended learning systems in Sudanese higher educations. Keywords— blendedlearning, e-learning, distributed learning, blended learning environments, higher education I. INTRODUCTION With the expansion and the spread of e-learning systems, increasing demand for the use and employ them in learning it emerged several problems, including: the absence of direct social contact between the practical components of learning-teachers, students and administration which negatively affects the social contact with those components, the application of e-learning systems infrastructure needs require a high cost, in many educational systems may not be available, e-learning systems require skills in educational technology to enable teachers and students to take advantage of e-learning, the difficulty of conducting the assessment for learners when they include practical skills, and Lack of appropriate e-learning systems for students of some of the stages , as well as the lack of suitability of some curricula and courses , especially those that require students to exercise practical skills. Blended learning is a hybrid of the traditional face-to-face and an on-line learning so that instruction occurs in both classroom and an on-line, It has been acknowledged that blended instruction, is an emerging trend and it is trying to give students the advantages of each method [10], [9]. It is necessary to point out that blended learning became a natural extension of traditional classroom learning [8].

This research paper has addressed many dormant issues and concerns on the relatively low English proficiency of Thai students, especially in speaking and listening. The study was determined to investigate an approach that would be effective for ELT listening and speaking class, and which would also support a learner-centered approach. It focused in applying a case study at a provincial public school because majority of Thai students living in provincial cities and suburban areas generally have lower English proficiency than students living in bigger cities and metropolitan areas. To design an implementation that would be appropriate for Thai provincial school contexts, the approach must be cost effective, able to accommodate large size classroom, appropriate for schools which have lack or limited Internet accessibility and ICT development, and most importantly able to improve students' listening and speaking skills in ELT. The findings allowed this study to design and implement SRM appropriately into ELT traditional classroom. This study is believed to have obtained significant and substantial key findings about SRM according to the context setting at PPK School. However, the process was challenged with relative obstacles, and the outcomes resulted in assertion of the benefits and barriers of SRM application in Thai ELT listening and speaking classroom. In the final chapter of this research paper, the major key findings of the research is summarized and reviewed. The limitations of the study are examined before discussing the recommendations and concluding with the implication of enhanced SRM and future directions of this study.

It is necessary to recognize the background and development of ELT policy reform and context in Thailand. The purpose of this chapter is to critically review ELT in listening and speaking, the country's educational ICT development plan and policy, the readiness of internet accessibility and available teaching resources in general Thai schools. Nevertheless, the history and significance of blended learning, as well as the depth of SRM approach must be studied. It is all important to analyze and reflect upon the summary of relevant literatures in order to determine a practical and appropriate SRM blended learning approach that would best fit in for a Thai provincial school educational environment. It probes the challenges of implementing SRM into ELT listening and speaking at Phayao Pittayakhom (PPK) classroom setting. It is also the basis of this chapter to review the context of ELT at PPK School and illustrate an implication of SRM in listening and speaking for this case school study. Firstly, this chapter will discuss about the ELT policy reform and context in Thailand, its prolonging issues that affects the implementation of ELT in general Thai schools, the problems of ELT in listening and speaking, the characteristics of Thai students and the readiness of Information and Communication Technology (ICT) development in Thai education. Significantly, this chapter will also review about the history and present studies of blended learning, its continuum and approaches, and the chosen approach for this research study, which is SRM. Furthermore, this chapter will examine ELT at PPK School which is the main context setting for this case study, relevantly in listening and speaking. The implication of SRM in ELT listening and

This chapter of the study specifies the research methodology, research participants, research design plan, data collection, data analysis and ethical considerations. The conceptual framework in figure 1.5 on Chapter 1 is used to guide the research methodology. Although there are many successful case studies about blended learning in the western educational institutions and schools, but blended learning case studies in Thailand is considerably new and few in studies, especially where pedagogical approach are concern. It is therefore the aim of this research to find out if the SRM approach applicable in a Thai public provincial school setting such as in the case of PPK School.

Technological innovations such as Blended Learning (BL) are rapidly changing teaching and learning in higher education, where BL integrates face to face teaching with web based learning. Thus, as polices related to BL increases, it is required to explore the theoretical foundation of BL studies and how BL were adopted and implemented in relation to students, lecturers and administration. However, only fewer studies have focused on exploring the constructs and factors related to BL adoption by considering the students, lecturers and administration concurrently. Likewise, prior research neglects to explore what practices are involved for BL implementation. Accordingly, this study systematically reviews, synthesizes, and provides meta-analysis of 94 BL research articles published from 2004 to 2020 to present the theoretical foundation of BL adoption and implementation in higher education. The main findings of this study present the constructs and factors that influence students, lectur...

In an effort to create enriched language learning environments, language teachers, program and course developers, and publishing companies have long sought novel ideas and alternatives. Thus, a wide range of information and communications technologies, which have manifested themselves in the form of virtual learning environments, web-based platforms, or mobile-assisted applications, have been embraced in the field. With the introduction of new means and platforms for delivering instruction outside the classroom, blended learning, combining e-learning and conventional classroom methods as well as providing room for student control over the learning process, has gained popularity as a promising option. In this case study, which focuses on a group of second-year English language students at a School of Foreign Languages, the goal was to investigate students' attitudes towards blended learning with reference to six learning aspects: learning-flexibility, online-learning, study-management, technology-use, classroom-learning, and online-interaction (Tang & Chaw, 2013). Students' responses to the attitude questionnaire were subjected to descriptive statistical analysis as well as internal consistency tests among subscales. A subsequent focus group meeting was held with a group of 15 students to attain qualitative data on their views and attitudes towards blended learning with respect to their experiences and expectations. High-achievers had a tendency to hold positive attitudes towards all learning aspects while low-achievers required more face-to-face in-class time, interaction and study management support, pointing to possible links among such variables as language proficiency, learner autonomy and attitudes towards blended learning and highlighting how critical student characteristics and attitudes could prove in the implementation process.

Abstract The purpose of the present monograph is to design a curriculum for those who buy airplane tickets (customers) and those who sell them (airline agents) in different airline agencies in the city of Famagusta in northern Cyprus. In other words, this study intends to contribute to their interactions which are in English. The study follows the Nation and Macalister (2010) “language curriculum design” as the framework and, in order to make it more comprehensive, tries to follow the steps of the curriculum design introducing by them in detail. In this regard, the researcher takes environmental analysis, needs analysis, principle (used to design the curriculum), goals, content and sequencing, format and presentation, monitoring, assessment, evaluation, approaches to curriculum design, are into consideration. Finally, a sample unit/module with the teaching materials, exercises, etc., reflecting what the researhcre has planned is provided.Because the outcomes in different context is different, it is impossible for this design to be backward. Therfore the researcher, in this project, starts from goals and analyze the needs (of the customers and the agents), and finally will design the curriculum accordingly. In addition, the course design follows the Brumfit’s (1985) “syllabus with holes in it” because 10 minute of each session is determined for more practice and fluency in the skill.

The increasingly demanding language requirements of specialized employment sectors along with the fast pace of life experienced by employees in these sectors pose a challenge for students wishing to improve their linguistic competencies. University language tutors have attempted to respond to this challenge with the creation of online courses that enable such students to adapt their learning to their individual schedules and lifestyles. However, the vast majority of learning management systems used in these online courses are not designed with language learning in mind. Thus, they are not always the most suitable platform for the building of an effective language course. This research aims to determine the essential functionality required by a learning management platform that seeks to provide a flexible learning process capable of adapting to the language learning needs of university students. This paper examines mechanisms for the integration of online learning environments into blended learning courses. It focuses on the following parameters; course requirements, assignment types, linguistic range or activity, and course administrator requirements. It finds that successful integration is achieved through the implementation of pedagogical strategies that enhance and consolidate the knowledge of language learners through individualization of the learning process. The paper concludes by considering the creation of courses that achieve individualization of learning paths through the utilization of multiple learning paths that result in courses that are more flexible and efficient in terms of adaptation to the learning style of a particular user.

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.

An unprecedented pandemic which broke through malevolent vents to lockdown the planet, has gradually crept like a devil into our daily chores and livelihoods. It has compelled us to adopt a new normal of masking, sanitizing, distancing, shielding and ultimately, digitizing work. Digital India - ‘Power to Empower’ is the wherewithal. Education sector had already taken such empowering steps forward. Faculties and resource persons conduct FDPs to upgrade teachers with appropriate psychological constructs. If it’s a stopgap digitization vis-àvis screen-time and seemingly incorrigible internet habits, let’s, on the contrary, empower it further (as Plan-B) unto zSpace of augmented and virtual reality because attitudes are changing - misinformed educational content is being speedily replaced with high quality content, assignments, tests and evaluations as teachers have stepped in. A deliberate question was asked to students: ‘Draft dialogues between you and your friend while discussing abo...

The increasingly demanding language requirements of specialized employment sectors along with the fast pace of life experienced by employees in these sectors pose a challenge for students wishing to improve their linguistic competencies. University language tutors have attempted to respond to this challenge with the creation of online courses that enable such students to adapt their learning to their individual schedules and lifestyles. However, the vast majority of learning management systems used in these online courses are not designed with language learning in mind. Thus, they are not always the most suitable platform for the building of an effective language course. This research aims to determine the essential functionality required by a learning management platform that seeks to provide a flexible learning process capable of adapting to the language learning needs of university students. This paper examines mechanisms for the integration of online learning environments into blended learning courses. It focuses on the following parameters; course requirements, assignment types, linguistic range or activity, and course administrator requirements. It finds that successful integration is achieved through the implementation of pedagogical strategies that enhance and consolidate the knowledge of language learners through individualization of the learning process. The paper concludes by considering the creation of courses that achieve individualization of learning paths through the utilization of multiple learning paths that result in courses that are more flexible and efficient in terms of adaptation to the learning style of a particular user.

The objectives of this research were: 1 ) to find the effectiveness of the blended learning management activity package 2) to compare the learning achievement 3) to study memory retention and 4) to study the satisfaction with the blended learning activities. The research sample consisted of 3 0 1 st year students enrolled in the Innovation and Information Technology for Communication and Learning course in the 2 nd semester of the academic year 2 0 2 0 in the Major of General Science, Faculty of Education, Rajabhat Nakhon Si Thammarat University. The research tools were: 1) a blended learning management activity package, and 2 ) an online questionnaire on the satisfaction of the learners with the blended learning activities. The statistics used in the data analysis were mean, S. D. and hypothesis testing using t-test Dependent. 1) The developed efficiency was 8 0 .5 8 /8 7 .6 7 , which was the efficiency according to the specified criteria 8 0 /8 0 . 2 ) The statistically significan...

In language learning, interaction plays a crucial role, both in traditional and online learning environments. Learners in online courses need to be motivated to interact with other learners, instructors, and especially course content. In Vietnam, where online learning has been strongly promoted in the past decade, the issue of motivation for interaction with content is even more important due to the lack of self-regulated learning practice. This paper aims to explore learners' interaction with content of an online course (English Discoveries Online - EDO) used at Hanoi University. Data about learners' interaction with different resources of the online course will examined. Learner's perceptions about the usefulness of and their satisfaction with the content of the course will also be explored. Finally, recommendations will be made to enhance the usefulness of learners' interaction with the content of the online course and their satisfaction with it accordingly.

Blended language courses, which combine face-to-face and online instruction, are becoming increasingly popular due to the need for more flexible yet effective learning opportunities. This book recognizes the associated opportunities and challenges for teachers, and provides the rationale, strategies and tools to design blended learning courses or to guide the transition from fully face-to-face or fully online courses to blended instruction. The authors propose a framework based on four phases, Design, Build, Teach and Evaluate, which facilitates a systematic approach to course development. The volume simplifies the connection between theory and practice, by including examples that readers can relate to and immediately implement as they build or teach a course. Including case studies of successful implementations, and effective instructional strategies and techniques, this book is accessible even for teachers without previous experience in course design, whilst also acting as a refer...

The application of ICT tools in blended language learning programs has become a common trend in Vietnam. The effectiveness of this blended model depends on many factors, including the design and the implementation of the program. Practical experiences of using blended learning in English training courses under the National Foreign Language Project 2020 in a university in Vietnam will identify some challenges for consideration.