Using a task-based approach for supporting a blended learning model for English as a foreign language

Ferreira, Anita Ferreira, Salinas, Jaime García and Morales, Sandra (2015). Using a task-based approach for supporting a blended learning model for English as a foreign language. In Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications (pp. 1166-1184) Hershey, United States: IGI Global. doi:10.4018/978-1-4666-8246-7.ch064


Author Ferreira, Anita Ferreira
Salinas, Jaime García
Morales, Sandra
Title of chapter Using a task-based approach for supporting a blended learning model for English as a foreign language
Title of book Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications
Place of Publication Hershey, United States
Publisher IGI Global
Publication Year 2015
Sub-type Research book chapter (original research)
DOI 10.4018/978-1-4666-8246-7.ch064
Open Access Status Not Open Access
ISBN 9781466682481
9781466682467
Volume number 3
Chapter number 64
Start page 1166
End page 1184
Total pages 19
Total chapters 86
Formatted Abstract/Summary
As Computer-Assisted Language Learning (CALL) has taken an important role in foreign language teaching and learning, not only is concrete data about the usefulness of technology- mediated environments for these purposes necessary, but also how the learning process is improved in such environments when learner training for CALL. The objective of this paper is to present an investigation which sought to explore empirical evidence regarding the effectiveness of a blended learning model, and also the use of language learning strategies in this kind of learning environment in order to increase its methodological potency with language learners. Consequently, this paper shows the findings of 2 experimental studies which aimed to provide data on (1) the efficiency of a blended learning (BL) model for language teaching and learning which combined task-based instruction, cooperative learning and optimal methodological principles for online learning (Doughty & Long, 2003), and (2) the use of learner training strategies for CALL in order to support and enhance the language learning process in this blended learning environment. The results from both studies suggest that the experimental group improved their language proficiency when compared to the control group. As a result, it is possible to conclude that (1) the blended learning design that included online tasks and cooperative instruction was beneficial for the development of language skills and (2) the use of learner training strategies for the blended learning model was highly beneficial for the students' language learning experience.
Q-Index Code BX
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Book Chapter
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