Blended language learning in tertiary education

E-Concordance: A Blended Learning Practice for Teaching Oriental Languages & Literature

“…The main contribution of this paper is that it demonstrates in what way new technologies and computer-assisted BLL can be considered as a sound contribution to the improvement of the learning process, because they offer richer sources of language learning materials and more flexible and open learning tools. The innovativeness of the blended language experience that was described in this paper lies in its enrichment and deepening of course content, time savings and higher student motivation, which is similar to the findings reported by other researchers such as [3]. One of the main benefits of online resources is their accessibility wherever a computer and an internet connection are available.…”

“…According to Warschauer as cited in [3], he divided the development of Computer-Assisted Language Learning (CALL) into three phases: behaviouristic CALL, communicative CALL and integrative CALL (multimedia and the internet) [3].…”

“…In DDL, the learning process is no longer based solely on the teacher's initiative, his/her choice of topics and materials and the explicit teaching of rules, but on the learner's own discovery of rules, principles and patterns of usage in the foreign language. In other words, learning is driven by authentic language data [3]. Some language teachers believe that the traditional literacy skills are threatened by the use of computers and they emphasize on and practice traditional method, by the time there are growing number of younger language teachers who are aware of the fact that ICT is changing the ways in which languages can be taught so they try to blend their teaching techniques.…”

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“…According to our research, only 30 of Slovenian smes (and 50 of Austrian smes) provide language training for their staff. In addition to face-toface classroom-based language learning, companies should think about blended language learning (a combination of online and face-to-face learning) combined with guided self-study, as has been recommended in many previous studies (Albrecht 2006;Conrad 2002;Marquis 2004;Rižnar 2009). …”