A spanish university case study: user’s perception of blended methodology used for english foreign language learning

M. Teresa Martín de Lama

Abstract


Blended learning at universities has emerged as a solution to address the need of fostering students’ independent and life-long learning as well as foreign language acquisition. The methodology combines on-campus and on-line tuition. Existing literature has largely discussed the advantages and disadvantages about blended learning, e-learning communication tools (synchronous and asynchronous), and language learning aided by computers. However, more research is still necessary to notice how students and teachers perceive this methodology in foreign language learning. In this line, the Master’s Degree in Bilingual Education at Nebrija University (Spain), which is wholly run through blended learning, has as a main aim to raise students’ level of English from a B2 to a C1. During its first year of implementation, a research was carried out to analyze the participants’ opinion on the benefits of the blended-learning tools used for English learning; detect possible deficiencies; and to provide recommendations for future foreign language teaching and learning.


Keywords


Blended learning; e-learning; on-campus and on-line tuition; synchronous and asynchronous communication; CALL; foreign language teaching and learning

Full Text:

PDF

References


Albrecht, B. 2006. “Enriching students experience through blended learning”. (Accessed 22 June 2012).

Alcides Parra, L. 2008. “Blended learning, la nueva formación en educación superior”. (Accessed 28 June 2012).

Andrews, R. and C. Haythornwaite. 2007. The SAGE Handbook of e-Learning Research. London: SAGE Publications Ltd.

Bartolomé, A. 2008. “Entornos de aprendizaje mixto en educación superior”. (Accessed 21 May 2012).

Bonk, C. J., Kim, K. and T. Zeng. 2005. “Future directions of blended learning in higher education and workplace learning settings”. (Accessed 10 May 2012).

Bonk, C. J. and Graham, C. R. 2004. “Blended Learning Systems: Definition, Current Trends, and Future Directions”. Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing.

Carman, J. M. 2005. “Blended-learning design: five key ingredients”. (Accessed 23 June 2012).

Downes, S. 2007. Learning Network in Practice. National Research Council of Canada: Institute for Information Technology.

Dziuban, C.D., Hartman, J. and P.D. Moskal. 2004. “Blended Learning”. (Accessed 21 May 2012).

Egbert, J and E. Hanson-Smith. 1999. CALL Environments: Research, Practical, and Critical Issues. Alexandria, VA: TESOL.

Ellis, R. 2004. Task-based Language Learning and Teaching. New York: Oxford.

European Commission. 2006. “Los europeos y sus lenguas”. Eurobarómetro especial, 243 (Accessed on 3 October 2013).

European Commission. “The Bologna Process – Towards the European Higher Education Area”. 2013. (Accessed 20 June 2012).

Garrison, D. R. and H. Kanuka. 2004. “Blended Learning: Uncovering its Transformative Potential in Higher Education”. (Accessed 22 June 2012).

Garrison, D. R. and N. Vaughan. 2008. Blended Learning in Higher Education: Framework, Principles and Guidelines. San Francisco: Jossey-Bass.

Halbach, A., Lázaro, A. and J. Pérez. 2010. “La acreditación del nivel de lengua inglesa en las universidades españolas”. (Accessed 11 May 2012).

Halbach, A., Lázaro, A. and J. Pérez. 2013. “The Role of the English Language in the Post-Bologna Spanish Universities”. (Accessed 8 October 2013).

Harmer, J. 2010. The Practice of English Language Teaching. Cambridge: Pearson Longman.

Hrastinski, S. 2008. “Asynchronous and Synchronous e-learning”. (Accessed 22 June 2012).

Hubackova, S. and M. Ruzickova. 2012. “On the effectiveness of e-Learning and the process of teaching”. (Accessed 1 March 2013).

Hubackova, S. and I. Ruzickova. 2012. “Pedagogical and psychological aspects of e-Learning”. (Accessed 1 March 2013).

Koohang, A., Riley, L. and T. Smith. 2009. “E-learning and constructivism: from theory to application”. (Accessed 23 June 2012).

Little, D. 2011. “The Common European Framework of Reference for Languages: A Research Agenda”. Language Teaching 44 (3): 381-393.

Long, M. 2005. Second Language Needs Analysis. Cambridge: Cambridge University Press.

McLaren, B. M., Koedinger, K. and M. Scheider. 2004. “Toward cognitive tutoring in a collaborative, web-based environment”. (Accessed 12 September 2012).

Richards, J. C. 2001. Curriculum Development in Language Teaching. Cambrigde: Cambridge University Press.

Rosset, A. and R. Vaughan. 2006. “Blended Learning Opportunities”. (Accessed on 9 May 2012).

Sharma, P. and B. Barrett. 2007. Blended Learning – Using Technology In and Beyond the Language Classroom. Oxford: Macmillan Publishers Limited.

Siemens, G. 2004. “A Learning Theory for the Digital Age”. (Accessed on 9 June 2012).

Singh, H. 2003. “Building Effective Blended Learning Programs”. (Accessed 11 June 2012).

Stacey, E. and P. Gerbic. 2008. “Success Factors for blended learning”. (Accessed 11 May 2012).

Thorne, K. 2003. Blended Learning: How to Integrate Online and Traditional Learning. London: Kogan Page Publishers.




DOI: https://doi.org/10.18172/jes.2623

Copyright (c) 2013 M. Teresa Martín de Lama

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

© Universidad de La Rioja, 2013

ISSN 1576-6357

EISSN 1695-4300