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The Implementation of Blended Learning in the ESL Listening

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Sofwah Md Nawi

on 2 September 2013

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Transcript of The Implementation of Blended Learning in the ESL Listening

The Implementation of Blended Learning in the ESL Listening Classroom: A Case Study
Purpose of the Study
Conclusion
English as a Second Language (ESL) in Malaysia
A learning subject in primary, secondary & tertiary level of education
The medium of instructions in IHL
To produce graduates who are able to use English for communicative and work purposes
1. The much criticised teacher-centred and exam-oriented learning
- the disproportion in the language skills taught to the learners
The learners' skills in English seem to be declining (Nunan, 2003)
ENGLISH
Having communicatively competent graduates is in line with the growth of English as a global language.
Ferris & Tagg (1996) as concurred by Normazidah, Koo & Hazita (2012)
Communicative Skills
Listening & Speaking
Literacy Skills
Reading & Writing
80% of our conscious time is for communication (Martel, 1984)

45% - listening
30% - speaking
16% - reading
9% - writing


80% information is received via listening (Hunsaker, 1990)
Listening as the main source of input
SLA - input is crucial for learners to produce output
PROBLEMS IN ESL LISTENING
1. 'Cinderella' skill (Nunan, 2003)
2. 'passive' and 'receptive' (Nunan, 1997)
3. learning via 'osmosis' (Mendelsohn, 1984)
Limitations in time & opportunities for practice
Provides more opportunities for practice
Blended learning has two modes - F2F and NF2F
Promotes 'active' listening
with meaningful interactions & input



How?
Technology.

Learners can interact with the technological resources or with friends / teachers via technology and outside of formal learning hours.
BLENDED LEARNING for ESL
pedagogical potential (Hong & Samimy, 2010)
Benefits & Challenges of Blended Learning

Benefits
Challenges
METHODOLOGY

DATA COLLECTION & ANALYSIS

SIGNIFICANCE OF STUDY & LIMITATIONS

Feedback

Thank you

Problem Statement
There is a scant empirical research on blended learning in ESL
TECHNOLOGY & TnL PRACTICES in ESL LISTENING
To probe into the implementation of blended learning in the ESL listening classroom
1. The
types of technological resources
as well as
the teaching and learning practices
integrated in the blended ESL listening class
2. The extent to which the resources and practices
support student-centred learning
3. The
challenges
faced by the teachers and students and
how these challenges are addressed
.
RESEARCH OBJECTIVES AND QUESTIONS
Full transcript