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Comparing Face-to-Face with Blended Learning in the Context of Foreign Language Education
Abstract
The discussion presented in this chapter is based on the findings of a post doctoral research, which compared face-to-face with blended learning in the field of foreign language education and the learning of English in Europe. The studying conditions that are present in each of these two modes are explored and juxtaposed in order to draw the reader’s attention to a number of benefits that spring from blended learning, namely the development of skills and strategies, the cultivation of positive attitudes towards learning, the promotion of literacies, and the unfolding of communicative competence. Specifically, as we assert in this chapter, it follows from our research that the combination of blended learning with cross cultural online collaboration supports the construction of foundational and new literacies, enhances the development of linguistic, pragmatic, strategic, sociolinguistic, and intercultural competences, and boosts students’ cognitive, metacognitive, and social strategies, as well as their critical thinking skills. Overall, the chapter emphasizes the need for blended learning in foreign language education.
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