The document discusses various concepts surrounding online and blended language learning, distinguishing between different forms and highlighting key pedagogical themes. It reviews research on the effectiveness of multimodal approaches, the rise of MOOCs, and the role of language marketplaces in providing flexible learning opportunities. Additionally, it addresses challenges such as learner evaluation and the necessity for better course design and pedagogical expertise in online language programs.

1. Nicky Hockly
Mohammad ALMALLAH
145394

2. There are some terms used interchangeably to refer to
the phenomenon of learning online:
 E-Learning
 Blended Learning
 Hybrid or Mixed Learning
 Web-enhanced Learning
 Distance Learning

3. To distinguish between “blended learning”
(that is, language learning that includes both face-to-
face and online learning experiences),
and fully “online learning”
(that is, language learning that takes place 100 per cent
online).

4.  (White,2006) highlighted the ‘evident shifts from a
concern with structural and organizational issues to
a focus on transactional issues associated with
teaching/learning opportunities within emerging
paradigms for distance language learning’

5.  She identified four key ‘pedagogical’ themes that
emerged from research:
1. Course Development
2. Course Evaluation
3. Teaching Roles
4. Learner Support
In addition, White reviewed research into the
technologies used to deliver online language learning
and into ‘learner contributions’, that is, what distance
learners bring to the online learning experience .

6. Lamy (2014) reviews more recent research studies
in online and blended language learning (what she
refers to as ‘DCALL’: Distance Computer
Assisted Language Learning).
Lamy pointed out that the effects of multimodality
(the different ‘modes’ used for meaning-making in
digital communication, for example via audio,
visual, linguistic, or textual means) have been
explored in online language learning research
within the last ten years.

7.  Online learning via networked computers has been
available since the early 1990s, coinciding with
increased access to hardware and to the internet.
 A meta-study published in 2010 (Means, Yoyama,
Murphy, Bakia, and Jones 2010), found that a
blended approach was most effective in terms of
improved learning outcomes.

8.  The debate (and research) has subsequently moved
away from the direct comparison between face-to-
face and online versions of a course—what Blake
(2009: 823) calls ‘the wrong research question’—
towards research into the specific affordances of
online (and blended) learning in specific contexts, in
other words, how to make online learning courses
more effective.

9.  Another factor that has helped online learning
become mainstream is ‘the economic imperative’.
(many institutions viewed online courses as the ‘cheap
option’, in which large numbers of students can be
exposed to the same content with minimal teacher
support, and little or no investment in teacher training. )

11.  Frequently offered by schools or universities.
 Students are likely to be formally assessed for
credits or a qualification.
 Usually include a focus on all four language skills
(reading, writing, listening, and speaking), as well
as on grammar and vocabulary.
 Students work fully online and mainly in
asynchronous mode (that is, not in real time).

12.  Computer-based online environments, such as Second
Life, or three-dimensional MMORPGs (Massively
Multiplayer Online Role-Playing Games)
 Provide online spaces for formal and informal language
learning courses.
 Learners who regularly took part in MMORPGs in
English outside of school improved their linguistic
competence, particularly in the acquisition of
vocabulary, in comparison to non-gamers. Sundqvist
and Sylvén (2012).

13.  (MOOCs) for English language learning are
relatively recent phenomena.
 A 2014 study found that a total of only 26
language learning MOOCs had been offered via
a range of universities and higher education
institutions.
 English and Spanish are the most popular
languages.
 MOOCs can attract large numbers of enrolments.

14. One of the main challenges for MOOCs is that of
evaluating learning outcomes. At present, because of the
sheer numbers involved, most MOOCs rely on peer or
self-evaluation, which raises issues of reliability in
terms of assessing outcomes.

15.  Known as “Marketplaces”.
 provide online spaces for freelance teachers to offer
live language classes to a global audience. (Based
on a recommender system).
Because of the recommender system; ‘good’ teachers
are positively rated by students, and less competent
teachers receive less positive reviews

16.  the kind of teaching offered by such marketplace
websites has been criticized on a number of counts.
For example, teachers offering their services online
may have no qualifications or experience, and the
personal recommender system can be a thinly
disguised popularity contest.
 Language marketplaces online do provide a space
for students to access teachers when and where it
suits them,
 can also enable the study of less common languages

17.  Language marketplaces online do provide a space
for students to access teachers when and where it
suits them,
 Language marketplaces online can also enable the
study of less common languages

18.  Use adaptive learning to take learners though pre-
packaged content.
(often in the form of dictation, multiple choice, and
translation exercises, and primarily aimed at
memorization.)
 Adaptive learning uses computer-generated
algorithms to identify individual learner ‘needs’,
and to serve up individually focused content.
 Adaptive learning provides the learner with more
practice on that particular language area.

19. Mobile apps for language learning were criticized
by Kerr (2014: 8).
It is reasonable to conclude that course providers
such as these have invested more time and money
in their technology than educational expertise. Yet
despite their limitations, products such as these are
proving extremely popular—and there is some
evidence to suggest that language learning can
result. (ibid.)

20. White (2014) suggests that online language learning
research might focus on ‘theory, pedagogy, technology
use, learner contributions, innovation and less
commonly taught languages’, and within this include
‘the distinctive features and practices of distance
language teaching, task design for synchronous settings,
mentoring, multimodal learning environments, the
transfer of speaking skills, and learners’ affective
experiences’ (2014: 124).

21.  There are some areas that are of particular interest
suggested by Lamy (op.cit.) and White (2014), such
as learner engagement and interaction, student self-
organization, instructor presence (or lack of it),
course design, and particularly, the issue of
assessment and evaluation.
 Informal language learning ‘in the wild’—
particularly via mobile apps and social technologies.
Suggested by Kukulska-Hulme 2010; Thorne 2010).