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Blending technologies in ESL courses: A reflexive enquiry

By Paul Gruba, Cameron Clark, Kellyn Ng and Marisa Wells


Despite persistent calls for a fuller integration of technologies in second and foreign language teaching, particularly in English as a Second Language (ESL) courses, pathways that lead to the effective blending digital resources remain both unclear and complex. The aim of this paper, then, is to explore the blending of technology in second language teaching contexts. To achieve this aim, we undertook a longitudinal and reflective action research project. As part of a self-styled 'community of innovation ' involved in reflexive action research, we collectively produced and made use of podcasts in two different ESL settings for one year. The podcasts served as emblematic digital resources in a 'case study' of new technologies to focus our efforts. During the year, we met to discuss our experiences with relation to professional development, classroom use and curriculum change. Starting with a brief review of the literature, we then present our work these themes and set out a research agenda focused on the blending of technologies in second language programs

Topics: technology integration, ESL programs, listening, blended curriculum
Year: 2014
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