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Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language

Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language
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Author(s): Anita Ferreira Ferreira (Universidad de Concepción, Chile), Jaime García Salinas (University of Queensland, Australia) and Sandra Morales (Newcastle University, United Kingdom)
Copyright: 2014
Volume: 4
Issue: 1
Pages: 19
Source title: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)
Editor(s)-in-Chief: Bin Zou (Xi'an Jiaotong-Liverpool University, China) and Michael Thomas (Liverpool John Moores University, UK)
DOI: 10.4018/ijcallt.2014010103

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Abstract

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.

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