Note-taking from research articles

Topic Optimizing Blended learning for ESL/EFL classes

Sub-Topics Author University of Author US. Author Ru-Chu Shih Author Author Yasemin Gaps
Tartu, Estonia Department of Alan D. Greenberg and Krkgz
Research reports Education Jan Zanetis.
& examples of best
practices
1. Definition of diverse aspects of a course methodology attending traditional
blended learning learning and teaching. or learning activity face-to-face classes
that combines online and to work
a way of blending and traditional face to independently
face-to-face and face instruction with a synchronous
technology-based and/or asynchronous
teaching, the main communication tool
approach is
how to get the two
delivery modes into
one
2. Components of classroom, instructor, Prepare/participate/connect 1. Pre task task
task based technology, briefing
learning students 2. Task Cycle
(Scaffolding,
coaching,
encouraging)
3.Report

3. Speaking Skills
4. Advantages of blogging technology Interactivity with content 1. students can watch
using VDO allowed students to and see themselves
cameras see their own Engagement and their fellow
performances, friends performances
recognising their own Knowledge transfer and
2. teachers can use
oral skill, posture, memory
video to help students
gestures, and facial
become better
expressions. In learner has more control
speakers in English
addition, they were over the information he
receives and an additional 3. students can replay
able to improve
opportunity for deeper the video as many
weaknesses and to
times as they need; so,
 learn from others learning by being able to they can make self-
strengths by stop, rewind, fast-forward, evaluation of
watching videos on and replay content as many themselves as well
the blogs repeatedly times as needed as their friends

offering students a implementation was

range of found to be helpful in
opportunities and enhancing students
ways to improve speaking skills by
their professional offering
public speaking an innovative learning
skills, which include experience to students
their grammar, who were able to
pronunciation, engage in meaningful
posture, gestures, interaction, and
facial expressions, improve in
eye contact, video the areas where they
recording saw an obvious need
techniques, and for improvement
computer media
applications.
5. disadvantages of students levels of Technological
blended learning knowledge of Technology access
computer media (bandwidth in rural
applications might areas)
affect their blogging. Fidelity of
Additionally, implementation
students computer Equipment failures and
and camera reliability
hardware, software,
and related
equipment might Legislative
influence the quality Requirements for
of the videos and special-need learners
thus affect their Weak science and
interest, motivation, technology policies
and performance in Deficits in government
public speaking funding

Behavioral
Attitudes, expertise and
pre-conceived ideas
Teachers poor
 proficiency with
technology
Extra time needed for
class preparation
Faculty resistance (IP
and digital rights issues)

Resource-Based
Low quality of high-
educational TV
programs
Poor professional
development/technical
support

6.

Your synthesis

Similarities Differences My reflections

1. 1.

2. 2.

3. 3.

4. 4.

Your literature review

Teaching is an activity that cannot be stagnant. In todays classrooms, teachers must constantly apply new techniques and classroom

activities to motivate students and alleviate their anxieties. Unless you are an exceptional, charismatic teacher, lecturing in front of the

class with just a whiteboard may no longer work and students will shortly lose interest. This is where technology can come into play.

Most students nowadays are accustomed to technology. Children are born adopting technology in their daily lives whether they want

to or not. It is therefore not as difficult to apply technology in classrooms as maybe 10 years ago where technology was reserved for

only middle class people and up. Technology is much more accessible and most students naturally understand how they work.

This method of adopting technology with the traditional, face-to-face teaching is called blended learning (Bersin, 2004; Krkgz,

2011; Shih, 2010). Using technology-based activities in the classroom can also be considered as task based learning. Task based

learning can be adopted in classrooms to create an atmosphere where students are more involved in their learning.

Task based learning has many components but mainly includes the classroom, the instructor, the technology, and obviously, the

students (Shih, 2010). Generally, it involves preparing and planning the tasks and objectives, participating in the actual task by using

the technology, and reporting the results (Greenberg & Zanetis, 2012; Krkgz, 2011). There are many different types of technology

that can be used as task based learning and incorporated with blended learning. However, using video technology is one of the most

common and effective means, especially to enhance speaking skills. Speaking is an active skill and the more it is used, the more the
user becomes fluent and confident. However, in many English as a second language classrooms, students hesitate to speak whether

from anxiety, lack of confidence or other factors both internally and externally. Video technology has therefore been put into use in

classrooms to promote speaking confidence. Students are encouraged to video tape their speeches and upload to a blog or designated

platform instead of making front-of class speeches. Teachers and peers are then able to access these performances and criticize or

evaluate.

There are many advantages of using video cameras for speaking classes as the technology gives students the opportunity to see

themselves speak and recognize their faults and how to improve them. This may include both language skills such as grammatical

errors, vocabulary usage, tones, and stresses along with body language and facial expressions (Shih, 2010; Krkgz, 2011). Peer

evaluation can also be administered (Krkgz, 2011) by allowing fellow students to watch and criticize others videos instead of

evaluating face-to-face which may cause stress and shyness. The videos can also be replayed for re-evaluation. Krkgz (2011) had

also found that because video technology was considered an innovative learning task, students felt more engaged and this resulted to

improvement in their speaking skills.

Anyhow, although there are many merits of using video cameras in blended learning, there are limitations that should not be

overlooked.
In rural areas, access may still be an issue as well as the attitudes and expertise of the teachers themselves (Greenberg & Zanetis,

2012). Hardware and software is also an important part or we might say, the most important part, in applying technology and in some

schools or areas, equipment may not be readily accessible or are outdated (Shih, 2010).

So although using technology in blended learning whether it is video cameras or other tools, may have been proven to enhance

learners speaking skills, a lot of factors and limitations still come into play and in order to be successful, adopters must make sure that

the teachers, the students, and the equipment are ready.