GROUP 2
BLENDED
LANGUAGE LEARNING
TASK-BASED
LANGUAGE TEACHING
BLENDED
LANGUAGE LEARNING
Representative : Dinh Do Nhu Khue
1. Đinh Đỗ Như Khuê
2. Trương Nguyễn Trúc Quỳnh
3. Võ Minh Tài
4. Trần Phạm Phương Thảo
5. Trần Tuyết Châu
Content
1 Introduction
2 Definitions of blended learning
3 Theoretical background
4 Benefits of blended learning
5 Challenges & Improvements of
blended learning
6 Implications
INTRODUCTION
01
1 INTRODUCTION
“Blened learning is a transformational force in
education” (Dziuban, Hartman, and Mehaffy 2014, 328)
Blended learning is “likely to
emerge as the predominant model
of the future and to become far
more common than either [online
or face-to-face instruction] alone”
(Watson, 2008)
The importance of blended learning has been emphasised during the current
restriction caused by the coronavirus diseases 2019 (COVID-19). (Simbolon, 2021)
02 DEFINITION
2 DEFINITION
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% ?????
Face-to-face and online activities are
A combination of face-to-face and integrated in a planned, pedagogically
computer-mediated instruction valuable manner; online activities
(Graham, 2006) replace a portion of face-to-face time
(Picciano 2009)
2 DEFINITION
2 DEFINITION
TYPES OF COMMUNICATION (Pete & Kevin, 2016)
SAME TIME, SAME PLACE DIFFERENT TIME, DIFFERENT PLACE
(e.g: traditional classroom, F2F) ASYNCHRONOUS
(e.g: email, forums)
SAME TIME, DIFFERENT PLACE DIFFERENT TIME, SAME PLACE
SYNCHRONOUS (e.g: messages left in a self-access centre)
(e.g: chat, virtual classroom)
03 THEORETICAL BACKGROUND
3 THEORETICAL BACKGROUND
• Frameworks used in other areas of applied linguistics:
Knowledge framework from systemic functional linguistics and
validity argument from language assessment
• Frameworks from other disciplines (actor‐network theory from
education)
• Frameworks developed by blended learning researchers
themselves (framework for blended teaching and learning of
languages, Neumeier, 2005).
=> The potential of blended learning was viewed through the lens
of cost‐effectiveness and quality of teaching and learning.
3 THEORETICAL BACKGROUND
Parameters describing and conceptualizing a BL environment for
language learning and teaching purposes (Neumeier, 2005)
04 BENEFITS
4 BENEFITS
SOCIAL
ECONOMIC EDUCATIONAL
4 BENEFITS
SOCIAL
• Solve the lack of classroom
space, limited exposure to the
English language
• Solve difficulties in attending
classes for some students (e.g.,
due to political instability, illness
etc.) (Fleet, 2013)
4 BENEFITS
ECONOMIC
• Lower expenses (training fees,
materials’ expenses, etc.)
4 BENEFITS
EDUCATIONAL
• Help students sharpen their
technological skills
4 BENEFITS
EDUCATIONAL
• Provide opportunities for
differentiation according to students’
learning preferences
⇒ The time, pace of learning, the place
where to do the assignments, the most
useful tasks
=> Improve learners’ motivation and
academic results
4 BENEFITS
EDUCATIONAL
• Provide different modes of learning
=> Additional channels for interaction
=> Facilitate corporation and different
learning styles.
4 BENEFITS
EDUCATIONAL
⇒ LEARNER-CENTERED
⇒ LEARNERS’ AUTONOMY
CHALLENGES &
05 IMPROVEMENTS
5 CHALLENGES & IMPROVEMENTS
CURRICULUM DESIGNERS
TEACHERS STUDENTS
5 CHALLENGES & IMPROVEMENTS
STUDENTS
• Lack classroom community and immediate
response when studying online
• Improvements:
+ Allocate face-to-face and online interaction time
properly in the curriculum
+ Create positive social interaction, encourage
emotional relations between peers, develop
emotional relations with the students during face-
to-face meeting
5 CHALLENGES & IMPROVEMENTS
STUDENTS
• Lack experience in the use of technology in
studying => Lose motivation
Improvements:
• Introduce technology gradually in the learning
environment, monitor students’ performance
closely and receive their feedback
• Get students to be aware of technological
requirements as well as necessary skills
2 CHALLENGES & IMPROVEMENTS
TEACHERS
• Lack proper technological knowledge
=> Fall behind their students who are usually well-
equipped technologically
⇒ Fail to change the content of the course with the
change of technology
• Improvement:
Proper IT training of the instructors (webinars,
workshops, individual consultations, etc.)
2 CHALLENGES & IMPROVEMENTS
TEACHERS
• Increased workload
(material designers - producers of media resources -
managers of the learning environment - online tutors)
• Improvement:
- Train teachers how to develop blended courses and
implement them
=> Manage time efficiently and run the course
effectively.
5 CHALLENGES & IMPROVEMENTS
CURRICULUM DESIGNER
• Understand blended courses’ objectives
(Zadorozhna et al, 2019)
=> Types of major interactions (oral /
written), the proportion of online vs face-to-
face interactions, etc.
5 CHALLENGES & IMPROVEMENTS
CURRICULUM DESIGNER
Stages of creating a language blended course
(Whittaker and Tomlinson (2013: 243))
• Stage 1: Context - The reason for blending
• Stage 2: Course design - What you are going to blend
• Stage 3: Learner and Teacher roles
• Stage 4: Evaluating the blend - the choice of
software, the balance of time spent on each mode,
teacher and student attitudes, and exploring the
effects on student achievement
06 IMPLICATIONS
6 IMPLICATIONS
One Step Further than Blended Learning – OMO (Online-merge-offline) LEARNING
An example from OMO Program (Galaxy Education – HOCMAI)
References
Farr, F., & Murray, L. (2016). The Routledge handbook of language learning and technology. Routledge.
Chapelle, C. A., & Sauro, S. (2017). The Handbook of technology and second language teaching and learning. Wiley
Blackwell.
Dziuban, C., Joel, H., & George, M.(2014). “Blending it All Together.” In Blended Learning: Research Perspective, Vol. 2,
edited by Anthony. G. Picciano, Charles. D. Dziuban, and Charles Graham, 325–337. New York: Routledge.
Sharmar, P., Westbrook, K. (2016). “Online and blended language learning”. In The Routledge Handbook of Language
Learning and Technology, edited by Farr, F., Murray, L. New York: Routledge.
Zadorozhna, I. P., Klymenko, A. O, Quam, Ph.(2019).Hybrid courses in a foreign language and culture for philology
students. International Technologies and Learning Tools,71 (3), 169–182.Available at
https://journal.iitta.gov.ua/index.php/itlt/article/view/2811
Whittaker, C. and Tomlinson, B. (eds) (2013) Blended Learning in English Language Teaching: Course Design and
Implementation, London, UK: British Council.
References
Fleet, L. (2013). A blended learning approach to soft skills training at Al Azhar University, Cairo; inB. Tomlinson and C.
Whittaker (eds.) Blended Learning in English Language Teaching: Course Design and Implementation. London: British
Council, 201–206.
Picciano, Anthony. 2014. “Introduction to Blended Learning: Research Perspectives, Vol.2.” In Blended Learning: Research
Perspective, Vol.2, edited by Anthony G. Picciano, Charles D. Dziuban, and Charles Graham, 1–9. New York: Routledge
Graham, Charles. 2006. “Blended Learning Systems: Definitions, Current Trends, and Future Directions.” In The Handbook
of Blended Learning: Global Perspectives, Local Designs, edited by Curtis Bonk and Charles Graham, 3–21. San Francisco,
CA: Pfeifer
Thanks for listening!
TASK-BASED
LANGUAGE TEACHING
Representative : Nguyen Phuong Thao
1. Đinh Đỗ Như Khuê
2. Trương Nguyễn Trúc Quỳnh
3. Võ Minh Tài
4. Trần Phạm Phương Thảo
5. Trần Tuyết Châu
Content
1 Introduction
2 Task-based language teaching
3 Technology-mediated tasks
4 Challenges
5 Implications
6 Sample lesson plan
INTRODUCTION
01
1 INTRODUCTION
- GenZ: full extent of internet
and technology (Digital
natives)
=> Require teachers to
integrate digital
technologies into expertise
1 INTRODUCTION
Web 2.0 are gaining growing attention:
• It’s interactive and dynamic
• It allows user to harvest information and transform
=> Become a part of collective intelligence
1 INTRODUCTION
Simply combining technology into
teaching is not enough
=> Principles of TBLT
TASK-BASED
02 LANGUAGE TEACHING
2 TASK-BASED LANGUAGE TEACHING
Definition of Principles of
“task” TBLT
2 TASK-BASED LANGUAGE TEACHING
Definition of “task”
• Breen (1987): all materials designed for language
teaching can be seen as compendia of tasks.
• Prabhu (1987): activities which require learners to
have an outcome through some process of
thoughts
• Crookes (1986): a task is a piece of work or an
activity with specified objectives
2 TASK-BASED LANGUAGE TEACHING
Principles of TBLT
1. Tasks should be:
• Meaning-oriented
• Goal-oriented
• Communicative in nature
• Content > language
• Authentic
Role playing to ask for
and give directions
2 TASK-BASED LANGUAGE TEACHING
Principles of TBLT
2. Succeed on the task =
finishing the task +
achieving something with
the language (learning by
doing)
Problem-solving tasks
2 TASK-BASED LANGUAGE TEACHING
Principles of TBLT
3. TBLT’s goal is to
promote language learning
along 3 dimensions:
accuracy, fluency,
complexity.
=> achieved through
Information gap
success of tasks.
TECHNOLOGY- MEDIATED
03 TASKS
3 TECHNOLOGY-MEDIATED TASKS
The first technology-mediated
tasks:
• Jigsaw
• Dictogloss
• Information gap
• …
3 TECHNOLOGY-MEDIATED TASKS
Jigsaw: a type of information gap
Information
Information A
A+B Information
Information A+BB
Group A Group B
3 TECHNOLOGY-MEDIATED TASKS
Dictogloss
Read a short text x3
x2 A B
Teacher Student A+B
3 TECHNOLOGY-MEDIATED TASKS
In 2001, task framework for
CALL was established. Tasks
must be:
• Authentic
• Practical
• Focus on meaning
• Appropriate to learners’
Carol Chapelle level and goals
3 TECHNOLOGY-MEDIATED TASKS
Characteristics are based on
TBLT principles:
• Focus on meaning rather
than grammar
• Learner-centered
• Authentic
• Include real-world use of
language
3 TECHNOLOGY-MEDIATED TASKS
Web 2.0 technologies best fit
principles of TBLT:
- allow users to create digital content
- promote student engagement and interaction
- increase students’ motivation
- boost confidence
CHALLENGES &
04 IMPROVEMENTS
4 CHALLENGES & IMPROVEMENTS
Technology moves
incredibly fast
=> researching potential
technologies is an unwise
investment
4 CHALLENGES & IMPROVEMENTS
Improvement:
Move research focus from individual
tools to investigating more general
characteristics
=> stay constant despite changes
(similar to CALL)
4 CHALLENGES & IMPROVEMENTS
Incorporation of
technology in TBLT
=> challenge for
evaluation and
assessment
4 CHALLENGES & IMPROVEMENTS
Improvement:
technology must be
considered at all
stages
4 CHALLENGES & IMPROVEMENTS
Lack of experience in
the use of technology
=> barrier to
successful integration
4 CHALLENGES & IMPROVEMENTS
Improvement: teacher
training, optimal
institutional conditions,
institutional support
05 IMPLICATIONS
5 IMPLICATIONS
Use Storybird (www.storybird.com) to write a fairy tale
5 IMPLICATIONS
Use Canva (www.canva.com) to create a menu.
5 IMPLICATIONS
Use Poster My Wall (www.postermywall.com) to create a poster for an event.
<3 TBLT MODEL
05 SAMPLE LESSON PLAN
<3 SAMPLE LESSON PLAN
Give a presentation about DIY technique
Pre-task
Introduction to topic and ask Student Technolo
activity gies
Setting the context
- Give a list of things
- Ask learners whether they - Give - Web
do those things themselves answers conferen
or not cing
Vocabulary activity flatform
- Introduce vocab
<3 SAMPLE LESSON PLAN
Give a presentation about DIY technique
Pre-task
Introduction to topic and ask Student Technolo
activity gies
Watch a video
- Play the video to provide - Watch - Get
learners the language cues video feedback
- Ask questions => learners - s through
brainstorm Respond Padlet
to
questions
<3 SAMPLE LESSON PLAN
Give a presentation about DIY technique
Task cycle
Task Planning Report
- Discuss - note - present - learn
- Prepare down info - upload new
DIY - product words
technique brainstorm in chat from each
and report - discuss box/inter other
- prepare a active - prepare
report board a report
<3 SAMPLE LESSON PLAN
Give a presentation about DIY technique
Language Focus
Analysis Practice
- Teacher gives - final phase: - Learn
feedback students practice from
- class come up again mistakes
with one choice
References
Breen, M. (1987). Learner contributions to task design. In C. Candlin and D.
Murphy (eds.), Language Learning Tasks. Englewood Cliffs, N.J.: Prentice Hall. 23-
46
Crookes, G. (1986). Task Classification: A Cross-Disciplinary Review. Technical
Report No.4. Honolulu: Center for Second Language Classroom Research.
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford University Press.
Thanks for listening!
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