.task 2(article review).

TITLE:

Blended Learning and Its Potential in Expanding Vocabulary Knowledge: A Case Study

JOURNAL:

IATEFL Poland Computer Special Interest Group, Teaching English with Technology, A Journal for Teachers of English (2010) , ISSN 1642-1027, Vol. 10, no. 1, pp. 3-30

AUTHORS NAME:

Monika Pazio,
Jagiellonian University
Cracow Poland

monikapazio@yahoo.co.uk

SOURCE:

www.iatefl.org


THE AIMS OF THE RESEARCH:

It is a project that has taken from of a single case study, aimed to explore the effectiveness of blended learning in teaching foreign language by focusing and improving on vocabulary knowledge and linguistic skills. By focusing on the written forms in the integration of e-mail exchanges between the non-native and native speaker, it elicits the likelihood for the foreign language learner to utilize the opportunity of dissimilarity on targeted language and practice new words in writing in replying email. It is also intended to discover the probability of those words to be practiced regularly and remembered. The case study is also to uncover whether the use of e-mail exchanges as a form of blended learning brings other benefits namely, increased motivation and intercultural knowledge to foreign language learner.

THE METHODOLOGY:

The methodology has been divided into two components; online part in a form of e-mail exchanges by two participants and a regular lesson. In the form of e-mail exchanges, the participants are required to choose topics that would evoke controversial argument and those which induce differences of both cultures. The materials were derived from varied sources that were given to the participants according to their interest and are slightly match the non native speaker command of the targeted language. The regular lesson would take place at the end of discussing the related topic and is divided into 2 parts which deliberate on vocabulary practice and discussion. It is aimed to highlight vocabulary learning by creating ways for retrieval and generative use. An interview was also conducted with the non-native speaker to reflect on the exchange, advantages, and disadvantages as well as to know the likelihood of remembering items from those e-mails. A post test was also being ministered after 2 month to measure significant source of vocabulary learning by non-native speaker.

THE SUBJECT/SAMPLE:

The subject for the case study was a non-native speaker of 25-year-old intermediate learner from Poland corresponding with a 26-year-old native speaker of English.

THE FINDINGS OF THE RESEARCH:

The findings were gathered from three sources; the correspondence, the interview and the post test. The non-native speaker admitted that e-mail exchanges enhanced her vocabulary knowledge mainly by imitating the non-native speakers’ structures, reduce spelling mistakes by motivation and noticing native speakers’ performance to improve accordingly, and upgrade style of writing into a formal and sophisticated style resemblance of the native speakers writing style. The post test also disclosed that non-native speakers still recall the majority of vocabulary chosen. It was proved that blended learning brings positive input and output within authentic context. In addition, the interview that was conducted revealed that blended learning placed opportunities to employ foreign language in real context which foster her motivation and confidence to use foreign language in real and natural setting.

THE REFLECTION:

Yes, the research definitely interests me. One of the main reasons is because the research integrates the use of e-mail exchanges which emphasize language learning in a real context. Language learning cannot only be learnt through textbooks usage in isolation. I agree that rules and ways for language acquisition can be derived from books. Nevertheless, learning a new language need a person to incorporate a first-hand experience on the language itself which means a learner need authentic access to learn the language. Authentic conversation ‘refers to students’ active and creative engagement with the foreign language (Swann et al., 2004, p.19). It is a face to face communication pattern where the language learners learn through conversation exchange. Through the use of e-mail exchanges, the learner will know how to use the language correctly, particularly through vocabulary practice and grammar correction. The learner will also identify common mistakes and improve them instantly.

Several topics given to trigger the learner interest in maintaining conversation for further expanding vocabulary knowledge in the targeted language are helpful in a sense that it also boosts their confidence and cultural knowledge. The used several methods to study the effectiveness of e-mail exchanges to non-native speaker also show that the research really indicates whether blended learning is useful for foreign language learner. However, I believe that it would be much better if the research use bigger samples to analyze its effectiveness. Hence the data collection would be much more detail and accurate so that the researchers would really know exactly how blended learning can affect someone’s language learning in terms of linguistic approach.

The research is significant to ESL teaching and learning. As this research is focusing on blended learning, particularly the use of e-mail exchanges, it gives insights of how it channels learners into another language learning alternative from the traditional classroom method. One of the problems that is faced by ESL learners besides speaking skills is expanding vocabulary knowledge and improved the difficulty in writing. It is rather boring and interesting to teach learners on new words and writing skills in normal classroom experience. Blended learning which covers authentic learning materials would enhance the likelihood of a learner to maintain interest in learning. It is a new pedagogical tool that can be used by language teachers in which it offers a range of learning tools and experience such as WebQuests or blogs which fit the learning style for all learners. Whatever it is, the teachers have a wide series of choices to help language learners and integrate blended learning to ensure optimum benefit for them. I believe that the key to blended learning is in deciding the best medium to drive students’ best outcome.

reference:

Swann, J., Deumert, A., Mesthrie, R., & Lillis, T. (2004). A Dictionary of Sociolinguistics, Edinburgh: Edinburgh University Press.