Hybrid Learning In English Language Teaching
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Hybrid Learning in English Language Teaching
Author: Okon Effiong
language: en
Publisher: Cambridge Scholars Publishing
Release Date: 2023-12-19
This collection of chapters offers readers diverse perspectives on English Language Teaching, along with various closely related theoretical constructs and pedagogical tools, such as motivation, learner autonomy, and technology. Amalgamating these constructs provides a much-needed theoretical grounding by using empirical studies. The chapters vary in their focus and reflect on classroom practices, and yield findings pertaining to a wide range of topics. As such, it will be of interest to a wide range of English Language Teaching professionals, from university instructors to schoolteachers. This edited volume broadens the conceptual boundaries of language learning theories, offers insights and directions into the future of hybrid teaching and learning, and adds a new line of enquiry emanating from empirical findings. This book will also be useful in professional development seminars and workshops that support multilingual learners, teacher trainers and trainer teachers.
Hybrid Learning and Education
The Second International Conference on Hybrid Learning was organized by the School of Continuing and Professional Studies of The Chinese University of Hong Kong and University of Macau in August 2009. ICHL 2009 was an inventive experience for the Hong Kong and Macau tertiary higher education. The conference aims to provide a good platform for knowledge exchange on hybrid learning by focusing on student centered education. The technique is to supplement traditional classroom learning with eLearning. The slogan is “Education leads eLearning,” not vice versa. The me- odology is that at least 30% of learning activities are done by eLearning. The outcome is for students to learn at any time at any place. eLearning can increase students’ lea- ing productivity and reduce teachers’ administration workload alike. It is a new culture for students, teachers and school administrators to adopt in the twenty-first century. The conference obtained sponsorship from Pei Hua Education Foundation Limited, City University of Hong Kong, ACM Hong Kong Section, and Hong Kong Computer Society. Hybrid learning originated from North America in 2000, and is an ongoing trend. It is not merely a simple combination of direct teaching and eLearning. It encompasses different learning strategies and important elements for teaching and learning. It - phasizes outcome-based teaching and learning, and provides an environment for knowledge learning. Students are given more opportunities to be active learners and practice practical skills such as communication, collaboration, critical thinking, cr- tivity, self-management, self-study, problem solving, analysis and numeracy.
Adapting Approaches and Methods to Teaching English Online
This book provides a framework for synchronous and asynchronous online language teaching. It elaborates on the key features of an online teaching setting, including the instructional media that are involved in it, their affordances and limitations, and recommends ways to adapt pedagogy to suit the online environment. To this end, the book draws on well-established language teaching methods that have been widely used in the physical classroom and puts them to the test by applying them online. This results in the emergence of an e-clectic approach that enables language teachers to be flexible and intentional in their online classroom-related decisions and combines good practices that cut across the broader methodological spectrum with personal teaching preferences, teaching style, and stakeholders’ specifications always considering the capabilities of the setting and the tools currently available to teachers and learners. The book enables teachers to be critical and reflective of their own online teaching practices and equips them, via analysis of live online language sessions, with the necessary skills to confidently engage with screen layout. It also addresses the prominent issue of adapting teacher and learner identity in the online context, and examines their respective roles in online language sessions in a holistic way, offering guidance and support for the practicing online language teacher.