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Blended learning in English for academic puposes - Coggle Diagram
Blended learning in English for academic puposes
Begun in FUTA
Lack of using technology to support learning
Challenges to creat a blended environment
It was the beginning of English for Academic Purposes
Context
General studies unit
The wanted to provide Art and Social science
They did not have enogh teachers to support learning
They did not have adequate facilites
Reference: shutterstock
The course
Topics: time management, study skills, scientific word, parts of speech, listening and lecture comprehension and note-taking/note making.
Pedagogical problems
Students had poor English level
They also found their programm ineffective
Why blended?
Because it provides better opportunities to develop English
The hybrid learning took place
Advantages to use technology
Collaborative work among students
https://www.3plearning.com/blog/understanding-blended-learning/
What we blend
They blended the material and English course
The blended learning provided
Goals, critical thinking, engagement, support from the teacher, peer support, and access to new ways of learning.
Lessons learned and the way forward
There was a big change
Teachers were inspired by their students
The professional development also increased
A blended English as a Foreign Language academic writing course by:Nataly Eydelman
The learner were interested in
Teaching,Translation, Interpretation, and communication
Assumed knowledge
The process of writing, strengths, and weaknesses
Benefits
Peer-editing, peer-analysis, and peer-generated
Challenges to use technology
Reference: SlidePlayer
Incorporating blended learning in an undergraduate English course in Colombia by: Juanita Pardo-Gonzales
Context of university
They used technology, students needed to speak Engish for enrollment, and a second language to graduate from the university,
Support Programm
They encouraged cultural and social aspects, autonomy for academic purposes.
They were willing to use the technology knowing the risks
Reference:ELM Learning
Students and Instructors in the blend
Lack of using technology from the teachers
There were also some native teachers teaching to students whose language is not English
Blended approach focused on
Administration, instruction methods, flexibility, needs, wants, and infrastructure
It was built in: Analysis, Design, Use, Follow-up, Evaluation and Revision
Comments on Part 1 by Brian Tomlinson
It is a view at the previous chapters, problems, implementation, commitment to designing the courses and the environment in which is developed
Introduction:
we are going to look at how they implemented the blended learning for different purposes in learning.
Conclusion:
so far, we have seen at the different ways they implemented the blended learning. The benefits and challenges they found
Book Reference:Blended learning_Final_WEB ONLY
