Blended Approach for Learning English as Second Language

Blended Approach for Learning English as Second Language

Rajesh Lankapalli (Rajiv Gandhi University of Knowledge Technologies, Andhra Pradesh, India) and Y.V.G. Nukeswara Rao (Rajiv Gandhi University of Knowledge Technologies (RGUKT), IIIT, Andhra Pradesh, India)
DOI: 10.4018/IJCDLM.2020010104

Abstract

This article describes how over the years, education systems, academics, and students have undergone many modifications with the appearance of the latest technologies. This variation is clear particularly in implementation within the pedagogic structures of the education system. On par with different subject areas especially in English language teaching is additionally taking advantage of the blended mode of learning. Blended learning is for people who would like to advance their skills through face-to-face learning, while supporting their learning with online and remote learning activities.
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Implementation Of Blended Language Learning

When developing blended Courses, it is vital to require into thought all the aspects concerned. The structure side is that the initial part that academics got to take into account since it depends on the structure policies about the program, curriculum, the layout of the fabric, and therefore the body space. On previous condition, academics and students have no access or very restricted access to technological resources, and therefore the quantity of computers is extremely restricted or the information measure doesn't work properly; these ESL academics and students ought to adapt the scarce tools they work with and arrange courses that parts meet the course wants. On the opposite hand, some ESL academics are given helpful technological devices, however they are not given enough coaching to use these tools which is why the devices are usually put-upon. Thus, the previous problems highlight the importance of considering institutional aspects within the implementation of a blended Learning model.

Second notable part is technology, which arranges academics and makes available both offline and online modes. Academics got to have a good vary of technological resources so as to draw in their students’ attention: If the Face-to-Face categories and therefore the virtual ones don't seem to be difficult, students may feel bored or pissed off. It's necessary to show topics and exercises that are appealing to them.

Third vital part is pedagogy part, that little doubt is that the most vital one in these hybrid courses. If academics have a method arranged to organize each Face-to-Face categories and therefore the online side, it will lead the language learners to reach their learning method and acquire higher results since they properly organize each elements:

  • Delivery Mode: Academics planners should take into account what proportion of the course are Face-to-Face or on-line elements, and the way and those materials are progressing to be delivered employing a VLE (Virtual Learning Environment), net teams, email, etc.;

  • Task Style and Materials: Blended Learning academics should specify the sort of materials, if they're customized or existing tools from the net. Besides, it's vital that English academics, designing blended Courses, give their students with a good vary of on-line and Face-to-Face activities appealing to their students and supported a wants analysis done at the start of the course;

  • Teachers-Students: They're each the most participants within the ESL teaching and learning processes. Once designing BL courses, it's necessary in grips in mind students’ and teachers’ familiarity with technology and therefore the roles of each in Face-to-Face and virtual categories. it's vital to think about what proportion steerage students would like from academics, and students’ previous information. Besides, consistent with Núñez and Téllez (2009, p. 172) “the teaching method is significant within the explore for developing materials that satisfy students’ learning objectives and designs, preferences, and expectations.” once students realize the suitable resources and therefore the academics give them consistent with the students’ wants, the learners are ready to solve their doubts and answer their own queries. These aspects will foster autonomy as a result of the scholars may monitor their learning method, establishing their learning ways and taking charge of their own thanks to acquire information. To sum up, the scholars demand purposeful materials consistent with their wants so as to attain their tasks;

  • Assessment and Evaluation: Academics and information planners should decide if the course is planned to implement formative and summational assessment.

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