Spotlight on Blended Language Learning: A frontier beyond learner autonomy and computer assisted language learning

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    Abstract

    This paper offers key points to consider in Blended Language Learning (BLL) environments, defined as teaching and learning environments in which technology plays a role. The pedagogical rationale behind BLL is the desire to allow for a higher degree of learner independence in the teaching and learning of second/foreign languages. Based on an empirical study, the paper suggests the following key points for teachers, researchers and administrative staff in charge of implementing technology and a higher degree of learner independence: complementarity, variety of media, class community, flexibility as regards time and space, choice, change of roles, high-quality technology-enhanced materials, technical support, and, most importantly, time for students and teacher to adapt to and develop in the BLL environment. The paper argues that BLL deserves more attention in future research as a promising way of truly integrating (computer) technology and independent learning into everyday second and foreign language learning and teaching
    Original languageEnglish
    Title of host publicationILA (Independent Learning Association) Japan 2007 Conference Proceedings
    Subtitle of host publicationExploring Theory, Enhancing Practice: Autonomy Across the Disciplines
    EditorsM Carroll, D Castillo, LCooker, K Irie
    Place of PublicationAustralia
    PublisherAssociation for Academic Language and Learning
    Pages1-13
    Number of pages13
    Publication statusPublished - 2009
    EventILA (Independent Learning Association) Japan 2007 Conference - Chiba, Japan
    Duration: 1 Oct 2007 → …

    Publication series

    NameIndependent learning Association Conference Proceedings
    PublisherAssociation for Academic Language and Learning
    ISSN (Electronic)2073-7513

    Conference

    ConferenceILA (Independent Learning Association) Japan 2007 Conference
    CountryJapan
    CityChiba
    Period1/10/07 → …

    Fingerprint

    autonomy
    language
    learning environment
    learning
    foreign language
    Teaching
    teacher
    flexibility
    staff
    community
    student
    time

    Cite this

    Stracke, E. (2009). Spotlight on Blended Language Learning: A frontier beyond learner autonomy and computer assisted language learning. In M. Carroll, D. Castillo, LCooker, & K. Irie (Eds.), ILA (Independent Learning Association) Japan 2007 Conference Proceedings: Exploring Theory, Enhancing Practice: Autonomy Across the Disciplines (pp. 1-13). (Independent learning Association Conference Proceedings). Australia: Association for Academic Language and Learning.
    Stracke, Elke. / Spotlight on Blended Language Learning: A frontier beyond learner autonomy and computer assisted language learning. ILA (Independent Learning Association) Japan 2007 Conference Proceedings: Exploring Theory, Enhancing Practice: Autonomy Across the Disciplines. editor / M Carroll ; D Castillo ; LCooker ; K Irie. Australia : Association for Academic Language and Learning, 2009. pp. 1-13 (Independent learning Association Conference Proceedings).
    @inproceedings{bac0011c5daf47af9680af9465d1d0df,
    title = "Spotlight on Blended Language Learning: A frontier beyond learner autonomy and computer assisted language learning",
    abstract = "This paper offers key points to consider in Blended Language Learning (BLL) environments, defined as teaching and learning environments in which technology plays a role. The pedagogical rationale behind BLL is the desire to allow for a higher degree of learner independence in the teaching and learning of second/foreign languages. Based on an empirical study, the paper suggests the following key points for teachers, researchers and administrative staff in charge of implementing technology and a higher degree of learner independence: complementarity, variety of media, class community, flexibility as regards time and space, choice, change of roles, high-quality technology-enhanced materials, technical support, and, most importantly, time for students and teacher to adapt to and develop in the BLL environment. The paper argues that BLL deserves more attention in future research as a promising way of truly integrating (computer) technology and independent learning into everyday second and foreign language learning and teaching",
    author = "Elke Stracke",
    year = "2009",
    language = "English",
    series = "Independent learning Association Conference Proceedings",
    publisher = "Association for Academic Language and Learning",
    pages = "1--13",
    editor = "M Carroll and D Castillo and LCooker and K Irie",
    booktitle = "ILA (Independent Learning Association) Japan 2007 Conference Proceedings",

    }

    Stracke, E 2009, Spotlight on Blended Language Learning: A frontier beyond learner autonomy and computer assisted language learning. in M Carroll, D Castillo, LCooker & K Irie (eds), ILA (Independent Learning Association) Japan 2007 Conference Proceedings: Exploring Theory, Enhancing Practice: Autonomy Across the Disciplines. Independent learning Association Conference Proceedings, Association for Academic Language and Learning, Australia, pp. 1-13, ILA (Independent Learning Association) Japan 2007 Conference, Chiba, Japan, 1/10/07.

    Spotlight on Blended Language Learning: A frontier beyond learner autonomy and computer assisted language learning. / Stracke, Elke.

    ILA (Independent Learning Association) Japan 2007 Conference Proceedings: Exploring Theory, Enhancing Practice: Autonomy Across the Disciplines. ed. / M Carroll; D Castillo; LCooker; K Irie. Australia : Association for Academic Language and Learning, 2009. p. 1-13 (Independent learning Association Conference Proceedings).

    Research output: A Conference proceeding or a Chapter in BookConference contribution

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    AB - This paper offers key points to consider in Blended Language Learning (BLL) environments, defined as teaching and learning environments in which technology plays a role. The pedagogical rationale behind BLL is the desire to allow for a higher degree of learner independence in the teaching and learning of second/foreign languages. Based on an empirical study, the paper suggests the following key points for teachers, researchers and administrative staff in charge of implementing technology and a higher degree of learner independence: complementarity, variety of media, class community, flexibility as regards time and space, choice, change of roles, high-quality technology-enhanced materials, technical support, and, most importantly, time for students and teacher to adapt to and develop in the BLL environment. The paper argues that BLL deserves more attention in future research as a promising way of truly integrating (computer) technology and independent learning into everyday second and foreign language learning and teaching

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    Stracke E. Spotlight on Blended Language Learning: A frontier beyond learner autonomy and computer assisted language learning. In Carroll M, Castillo D, LCooker, Irie K, editors, ILA (Independent Learning Association) Japan 2007 Conference Proceedings: Exploring Theory, Enhancing Practice: Autonomy Across the Disciplines. Australia: Association for Academic Language and Learning. 2009. p. 1-13. (Independent learning Association Conference Proceedings).