Impact and reactions to a blended MA course on Language Education and Technology

[EN] The subject of computers in language learning was not covered at a postgraduate level in Greece independently but as an add-on module in more broad programmes, such as applied linguistics or TEFL. In such programmes, this module was merely scratching the surface of the subject, leaving students with the impression that there was no more to it than learning to run a software programme or an application. The MA programme on Language Education and Technology (LET) was the first in the country that aimed to offer a specialised course with all its modules directly related to the area. Furthermore, the programme attempted to incorporate a number of novelties in the personnel involved (experts from six different countries), methods of teaching (blended, through face-to-face, and synchronous web teleconferencing), transparency (as to the use and allocation of the fees and student selection), systems of examination, modes of collaboration, and modules and seminars offered, all directly linked to its title.The study described here aimed to shed light and estimate the impact of the course on the professional life of its participants through several open and closed questions included in a questionnaire, constructed to register student status before and after the programme, and their opinions on several other programme features. Students scored very positively a) module development, b) the instructors that were involved, c) the modules offered, and d) the knowledge they gained. Some of the students presented their final papers at international conferences, four were accepted in PhD studies in Spain, the UK and Austria, with scholarships from the host institution, while others increased their salaries, or found a new better paid job.Ypsilandis, G. (2019). Impact and reactions to a blended MA course on Language Education and Technology. The EuroCALL Review. 27(2):53-74. https://doi.org/10.4995/eurocall.2019.11149OJS5374272Badawi, M. F. (2009). Using blended learning for enhanced EFL prospective teachers' pedagogical knowledge and performance. Proceedings of the Learning & Language Conference - The Spirit of the Age. Cairo: Ain Shams University.Bonk, C.J. & Graham, C.R. (2006). The handbook of blended learning environments: Global perspectives, local designs. San Francisco: Jossey-Bass/Pfeiffer.Chan, C. T. & Koh, Y.Y. (2008). Different Degrees of blending benefit students differently: A Pilot Study. Proceedings of the EDU-COM 2008 InternationalConference, 19-21 November 2008. Retrieved from http://ro.ecu.edu.au/ceducom/7.Delialioglu, O. & Yilklirim, Z. (2007). Student's Perceptions on Effective Dimensions of Interactive Learning in a Blended Learning Environment. Educational Technology & Society, 10(2), 133-146.Driscoll, M. (2002). Blended learning: Let's get beyond the hype. E-learning, 1(4), 1-4.Garnham, C. & Kaleta, R. (2002) Introduction to hybrid courses. Teaching with Technology Today, 8(6), 1-2.Garrison, D.R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), pp. 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001Gulbahar, Y. & Madran, O. (2009). Communication and collaboration, satisfaction, equity, and autonomy in blended learning environments: A case from Turkey. International Review of Research in Open and Distance Learning, 10(2), 1-22.Islam, K. (2002). Is e-learning floundering: Identifying shortcomings and preparing for success. E-Learning Magazine, pp. 22-26Kambakis-Vougiouklis, P., Vougiouklis, T. (2008). Bar instead of scale. Ratio Sociologica , 3, 49-56.Kambakis-Vougiouklis, P., Nikolaidou, P. & Vougiouklis, T. (2017). Questionnaires in Linguistics Using the Bar and the H v-Structures. In Maturo, A., Hoskova-Mayerova, S., Soitu, D.T. & Kacprzyk, J. (Eds). Recent Trends in Social Systems: Quantitative Theories and Quantitative Models. Studies in Systems, Decision and Control, 66. Springer International Publishing AG Switzerland. https://doi.org/10.1007/978-3-319-40585-8_23Li K. & Zhao J. (2004). The Theory and Applied Model of Blended Learning. E-Education Research, 7, 1-6.Naaj, M., Nachouki, M. & Ankit, A. (2012). Evaluating student satisfaction with blended learning in a gender-segregated environment. Journal of InformationTechnology Education: Research, 11(1), 185-200. https://doi.org/10.28945/1692Oliver, M. & K. Trigwell (2005). Can 'Blended Learning' Be Redeemed? E-Learning, 2, 17-26. https://doi.org/10.2304/elea.2005.2.1.17Osguthorpe, R. & C.R. Graham (2003) . Blended Learning Environments, Definitions and Directions. The Quarterly Review of Distance Education, 4(3), pp. 227-233.Picciano, A.G. (2006). Blended learning: Implications for growth and access. Journal of Asynchronous Learning Networks, 10(3), 95-102. https://doi.org/10.24059/olj.v10i3.1758Singh, H., & Reed, C. (2001). A white paper: Achieving success with blended learning. Centra software, 1, 1-11.So, H. J. & Brush, T.A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336. https://doi.org/10.1016/j.compedu.2007.05.009Thorne, K. (2003). Blended learning: How to integrate online and traditional learning. London: Kogan Page.Ypsilandis, G.S. (2005). Language Teaching, Language Learning: Current Trends and Practices. Keynote published with the proceedings of the 1st ESP Conference on Teaching English For Specific Purposes: A Trend or A Demand? Ziti Publications, pp. 31-40.Ypsilandis, G.S. (2006). On feedback provision strategies in CALL software. Keynote published in the Proceedings of the 5th International Conference on Motivation in Learning Language for Specific and Academic Purposes. Thessaloniki: University of Macedonia Press.Ypsilandis, G.S. (2018). The MA program on Language Education and Technology: A Global Endeavour. Proceedings of the International Conference on Innovation in Language Learning. Pixel Publications. Available from https://conference.pixel-online.net/ICT4LL

ENGLISH FOR ACADEMIC PURPOSES: CASE STUDIES IN EUROPE

[EN] This study attempts to provide some insights into current practices in the teaching of English for Academic Purposes (EAP) in Europe, and through a set of parameters relating to research in the area: (a) to initially analyse data resulting from a survey concerning the teaching of EAP in several universities, in relation to basic trends in English Language Teaching (ELT) in general and the teaching of EAP in particular and, (b) to provide suggestions for improvements in the educational approach and the academic content, as well as in the administrative aspects of the teaching of EAP in Europe. For this purpose, it seemed necessary to briefly review the relevant literature related to these basic trends and, further, analyse the present EAP situation in a number of European universities. We trust that our suggestions will be of value to those involved in the teaching of EAP in Europe and other places with similar conditions and help promote both teaching effectiveness and the quality of learning.Ypsilandis, GS.; Kantaridou, Z. (2007). ENGLISH FOR ACADEMIC PURPOSES: CASE STUDIES IN EUROPE. Revista de Lingüística y Lenguas Aplicadas. 2:69-83. doi:10.4995/rlyla.2007.703SWORD69832Benson, P. (1997). "The philosophy and politics of learner autonomy", in P. Benson & P. Voller (eds) Autonomy and Independence in Language Learning. USA: Addison Wesley Longman, Ltd: 18-34.Benson, P. & P. Voller. (2001).Teaching & Researching Autonomy in Language Learning. Pearson Education Limited.Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. UK: Cambridge University Press.Crabbe, D. (1993). "Fostering autonomy from within the classroom: the teacher's responsibility". System, 21-4: 443-452. https://doi.org/10.1016/0346-251X(93)90056-MCuban, L. (2001). Oversold and Underused: Computers in the Classroom. Harvard University Press.Deci, E. & R. Ryan. (1985). Intrinsic Motivation and self-determination in human behaviour. New York: Plenum. https://doi.org/10.1007/978-1-4899-2271-7Dillenbourg, P. (1999). "What do you mean by collaborative learning?" In P. Dillenbourg (ed) Collaborative-learning: Cognitive and Computational Approaches. Oxford: Elsevier: 1-19.Dillenbourg, P., M. Baker, A. Blaye and C. O'malley. (1996). "The evolution of research on collaborative learning" in E. Spada & P. Reiman (Eds) Learning in Humans and Machine: Towards an interdisciplinary learning science: Oxford: Elsevier: 189-211.Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. UK: Cambridge University Press. https://doi.org/10.1017/CBO9780511667343Ellis, R. (2003). Task-based Language Learning and Teaching. UK: Oxford University Press.Fox, J., B. Labbett, C. Matthews, C. Romano-Hvid and J. Schostak. (1992). New Perspectives in Modern Language Learning. Employment Department Group.Graves, K. (1996). Teachers as Course Developers. USA: Cambridge University Press. https://doi.org/10.1017/CBO9780511551178Henning, G. (1987). A guide to language testing: Development, evaluation, research. New York: Newbury House.Holec, H. (1985). "On autonomy: some elementary concepts", in P. Riley (ed.) Discourse and Learning. London: Longman: 173-190.Kantaridou, Z. (2004). Motivation & Involvement in Learning English for Academic Purposes. Unpublished PhD Thesis, Department of English Language & Literature: Aristotle University of Thessaloniki.McNamara, T. (2000). Language Testing. Oxford University Press.Munby, J. (1978). Communicative Syllabus Design. UK: Cambridge University Press.Pintrich, P.R. (1999). The Role of Motivation in Promoting and Sustaining Self-Regulated Learning. International Journal of Educational Research, 31: 459-470. https://doi.org/10.1016/S0883-0355(99)00015-4Schneider, B., M. Csikszentmihalyi & S. Knauth. (1995). "Academic challenge, motivation, and self-esteem: the daily experiences of students in high school", in M. Halliman (ed.) Restructuring Schools: Promising Practices and Policies. New York: Plenum Press: 175-195. https://doi.org/10.1007/978-1-4899-1094-3_10Swales, J. (1988). Episodes in ESP. UK: Prentice-Hall International Ltd.Wong, M.M. & M. Csikszentmihalyi.(1991). "Motivation and academic achievement: thee ffects of personality traits and the quality of experience", Journal of Personality, 59-3: 539-574.Ypsilandis, G. S. (1995). Computer Assisted Language (CALa): A Communicative Approach. Unpublished Ph.D. Thesis.Ypsilandis, G. S. (2002). "Feedback in Distance Education" C.A.L.L. Journal, 15-2: 167-181.Ypsilandis, G. S. and Zourou, K. (in print). "Decoding the Monster" in the proceeding of the ELSII conference in Belgrade organised by the department of English studies of the University of Belgrade

English for academic purposes: case studies in europe

This study attempts to provide some insights into current practices in the teaching of English for Academic Purposes (EAP) in Europe, and through a set of parameters relating to research in the area: (a) to initially analyse data resulting from a survey concerning the teaching of EAP in several universities, in relation to basic trends in English Language Teaching (ELT) in general and the teaching of EAP in particular and, (b) to provide suggestions for improvements in the educational approach and the academic content, as well as in the administrative aspects of the teaching of EAP in Europe. For this purpose, it seemed necessary to briefly review the relevant literature related to these basic trends and, further, analyse the present EAP situation in a number of European universities. We trust that our suggestions will be of value to those involved in the teaching of EAP in Europe and other places with similar conditions and help promote both teaching effectiveness and the quality of learning

English for academic purposes: case studies in europe

This study attempts to provide some insights into current practices in the teaching of English for Academic Purposes (EAP) in Europe, and through a set of parameters relating to research in the area: (a) to initially analyse data resulting from a survey concerning the teaching of EAP in several universities, in relation to basic trends in English Language Teaching (ELT) in general and the teaching of EAP in particular and, (b) to provide suggestions for improvements in the educational approach and the academic content, as well as in the administrative aspects of the teaching of EAP in Europe. For this purpose, it seemed necessary to briefly review the relevant literature related to these basic trends and, further, analyse the present EAP situation in a number of European universities. We trust that our suggestions will be of value to those involved in the teaching of EAP in Europe and other places with similar conditions and help promote both teaching effectiveness and the quality of learning

Computers in ESP: business letter writing

It is generally accepted that learning how to write involves more than speech transcription. In particular, Martin (1985:53) argues that "learning to write in­volves learning to write different genres and new ways of using grammar as well". In business letter writing (BLW) the primary questions that frequently need to be answered by learners and professionals alike are how, what and why. While it is not demanding for teachers to teach and students to learn how (in terms of letter layout: structure and presentation) and why (in terms of purpose for writing), considerable difficulties arise in the teaching and learning of what (in terms of content). That is because apart from writing in different genres and using appropriate grammar, learners usually encounter problems with abbrevia­tions (often used in business letter writing), forms of politeness, internationally acceptable strategies of negotiation, orders and payment, complaints and order adjustments, transportation and shipping, insurance, and so on. Computer pro­grams such as the Oxford Business Letter Writer (BLW) could be used as refer­ence tools to assist: (a) learners to improve their business letter writing skills (if integrated properly), and (b) professionals to find rapid and suitable samples of different letter types of business correspondence and avoid pragmatic pitfalls

The Role of Computer Technology in Independent Learning

(no abstract available