The document discusses using technology to support English language learning, including websites, online educational platforms, and communication tools. Case Study 2 focuses on a blended learning course for business managers that combines face-to-face and online components. Authentic work materials are used and activities simulate online meetings and email writing. Students understand how the technology helps real-life tasks. Blended learning offers flexibility and develops learner autonomy through both synchronous and asynchronous tools.

2. Internet components:
Website for Case Study 1
•
•
•
•
•
How Stuff Works (www.howstuffworks.com)
E-How (www.ehow.co.uk)
http://English360.com
www.onestopenglish.com
http://breakingnewsenglish.com

3. LEARNER AUTONOMY
The internet
enables learners
to become
autonomous.
The internet for
self-study purposes
without the need for a
teacher.

4. CASE STUDY 2:
BUSINESS
ENGLISH

5. Case Study 2:
Business
English
Age 40 to 55
Managers in
‘learning organisation’
Their focus are on ‘knowledge
production and management’
and which provides its services
to international customers.
The teacher is taking an
Teacher
important
role to develop activities
‘that help them make the most of the time
they can devote to English,
to enjoy the experience,’
and ‘to get positive outcomes.’

6. CASE
2
Notice:
If the activities and the content
are relevant to learner’s lives, the
motivation is higher.
The familiar content can help
them to focus more on details.

7. CASE
2
The course context:
❶Face-to-face component
❷Take place at the organisation
❸Using an online component
Surprisingly, it is not compulsory but
employees are encouraged
to participate.

8. CASE
2
Materials and technology used
• Authentic materials from the organisation itself are
the majority of the audio and written texts.
• Technology used
an educational platform,
,
email, and virtual conferencing rooms.
• The internet is also used to introduce the students
to tools such as online dictionaries.

9. Types of activities
Presentation
Giving
Feedback
To simulate
webinars
and online
meetings
To practise
email writing
and do other
types of
activities,
By listening the recorded presentation
The same virtual room
is used by students
The
educational platform
is used.
CASE
2

10. Usability and constraints of the
technology
└
CASE
2
The online educational platform asks for a fee
per student per month. Most of the other tools do
not charge any fees.
┌ The managers participating in this course are
relatively adept at using the technologies in this
course because they use technology at work and
some of the tools are the same as they use at work.
└ Permission from the IT department had to be
sought to install Skype and some other tools.

11. CASE
2
Attitudes of students and institution
towards the technology
STUDENTS
Understand
the purpose
See how it can
help them with
their real-life
tasks.
to simulate work
situations in which they
have to
operate in English on
the internet.
Online component
to ‘reinforce’
what was learned in
class
TECHNOLOGY
INSTITUTION
Most teachers are
ready to learn how
to use technology
in class
The more have
had some
experience with
using it for
teaching and
learning purposes.

12. We can also apply
this way by ‘a
collection of tools’
Check this
out

13. ↘ Blogging
Platforms
↘ Podcasting
services

14. sharing environments
for images
videos
slides

15. ↘Social networking tools

16. ↘For Educational :
Edmodo

18. ↘Virtual
Games
It is used by educators for
simulating the real world to
train people in various
professions such as nurses,
border guards, midwives, etc.
These same ‘places’ can be
used for role plays with ESP
students (Godwin-Jones, 2005)
and real interactions
with other people
(Thorne, 2008).

19. ↘Learning management
systems

20. MOBILE LEARNING

21. Blended learning – integrating
technology
Case-Study ①
Case-Study ②
Case-Study ③
a mix of face-to-face
and online learning of
synchronous
(e.g. Skype, video
conferencing rooms)
Both of these can enchance learning
asynchronous
(e.g. discussion groups, blogs, learning management
systems) communication tools.

22. The benefits blended learning – integrating
technology
on five
dimensions: 1.Programme
2. Study material
Teacher
3. Location
4. Forms of communication
5. Types of interaction.
Flexibility
in where and when learners learn
Learners

23. The benefits blended learning – integrating
technology
dev
eloping
- autonomy
- out-of-class learning
- self-assessment
- individualization
Learners
learning or enhancing
their electronic literacy skills

25. XIE-XIE ^_^