This document summarizes a case study of two blended learning programs for improving business English proficiency at a large technology company in Japan. The full-time program involved 34.5 hours per week of both online self-study and in-person instruction over six months, improving proficiency by an average of 50%. The part-time program was entirely online at 4.5 hours per week, improving proficiency by 9-12% over the same period. Both programs combined online curriculum, virtual coaching sessions, and other resources to accelerate gains in business English.
This document provides an overview of blended learning, including definitions, benefits, modes, examples, and best practices. Blended learning combines face-to-face instruction with online learning to blend the strengths of each. It allows flexibility for students to learn both in the classroom and online. The four main blended learning modes are rotation, flexible, menu, and enhanced virtual. Examples of successful blended learning implementations include the Electrical Training Alliance, schools in San Diego, Cisco, and Ernst & Young. The document provides tips for getting started with blended learning and best practices like focusing face-time on discussions and exercises.
TESOL Arabia Sharjah Chapter/TTDSIG event November 16 - PROGRAMMETATTDSIG1314
This document provides information about a morning of workshops being held by the Sharjah Chapter/Teacher Training and Development Special Interest Group of TESOL Arabia on November 16, 2013 at the American University of Sharjah. The workshops will run from 10:00 AM to 1:00 PM and include three concurrent sessions on topics such as avoiding common pitfalls in multiple-choice test questions, using video to generate communicative language teaching, writing 10-minute IELTS essays, professional development courses and resources for teachers, screen casting for asynchronous professional development, and lesson planning for TESOL pre-service teachers. The event is free for TESOL Arabia members and 40 AED for non-members. Pre-registration is requested by
Students‟ blog in PBIG Unilak have been used to promote English skills during these two years. This mixed method study aimed to identify and describes the major problems faced by the students during the implementation of blogging based class. This study based its data from 168 students who attended 5 different classes based-blog. Employing a total sampling technique, the students were invited to fill up online questionnaire and interview. However, only 161 feedbacks can be processed. The analysis in this study reveals there are three major problems in blog-based class, which significantly contributed to an unproductive learning process atmosphere at PBIG Unilak namely: Lack of confidence in posting article and comments in the blog; Lack of IT skills and Cyberbullying.
Jones (2020) Engaging learners with team-based learning (TBL)Brent Jones
This document summarizes an action research project that tested augmenting a project-based learning curriculum with elements of team-based learning. The project involved 28 students in a Beer Industry Project class. It describes the key principles and instructional methods of project-based learning and team-based learning. It then provides a week-by-week overview of how the class was structured, including introducing content through videos and readings, having students complete individual and team readiness assurance tests to check their understanding, forming permanent project teams, and having team application activities and discussions. The goal was to improve learner engagement with the out-of-class assignments and address the wide range of student proficiency levels through the team-based learning approach.
Proficiency Development through a Hybrid Course with e-Tandems Gabriel Guillén
E-tandems remains peripheral to the foreign language curriculum (O’Dowd, 2010, 2013), in spite of the proliferation of Language Learning Social Networks and research findings showing learners’ linguistic progress in tandem learning. Similarly, recent studies have shown that students taking hybrid courses reach comparable levels of oral proficiency to those taking traditional courses (Blake, 2008; Rubio, 2012). This study measures linguistic development through a 10 week hybrid course of intermediate Spanish with an e-tandem component, in contrast with a traditional Spanish course. Results showed similar overall proficiency development for both groups and a greater improvement in sentence mastery for hybrid students.
This document outlines the development of an online training course for university instructors on using communication tools in Blackboard. It follows the ADDIE instructional design model, which includes the phases of analysis, design, development, implementation and evaluation. The document focuses on the development phase, providing details on the objectives, standards, strategies and assessment for a sample lesson on creating announcements and voice emails in Blackboard. The goal is to generate and validate learning resources to teach instructors effective online communication skills to enhance student engagement.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Denyse Toffoli and ...The Open University
This study examined the coherence between pre-service language teachers' stated beliefs about language teaching and their actual productions of websites for language learning. The researchers analyzed student essays, websites, and questionnaires from 17 students in a CALL course. They found that while students' approaches to teaching with CALL aligned with their stated beliefs, the beliefs seemed more influenced by the students' own experiences as language learners rather than by their teacher training. The researchers suggest improving instruction by better integrating knowledge from pedagogy courses into the CALL elements and exposing students to more in-depth CALL examples.
M toffoli socketteurocall_teacher_ed_sig_lyon[1]nickyjohnson
This study examined the coherence between pre-service language teachers' stated beliefs about language teaching and their actual productions of websites for language learning. The researchers analyzed student essays, websites, and questionnaires from 17 students in a CALL course. They found that while students' approaches to teaching with CALL aligned with their stated beliefs, the students' beliefs seemed more influenced by their own experiences as language learners rather than by their teacher training. The researchers suggest improving instruction by better integrating knowledge from pedagogy courses into the CALL elements and exposing students to more in-depth examples of CALL.
This document provides an overview of blended learning, including definitions, benefits, modes, examples, and best practices. Blended learning combines face-to-face instruction with online learning to blend the strengths of each. It allows flexibility for students to learn both in the classroom and online. The four main blended learning modes are rotation, flexible, menu, and enhanced virtual. Examples of successful blended learning implementations include the Electrical Training Alliance, schools in San Diego, Cisco, and Ernst & Young. The document provides tips for getting started with blended learning and best practices like focusing face-time on discussions and exercises.
TESOL Arabia Sharjah Chapter/TTDSIG event November 16 - PROGRAMMETATTDSIG1314
This document provides information about a morning of workshops being held by the Sharjah Chapter/Teacher Training and Development Special Interest Group of TESOL Arabia on November 16, 2013 at the American University of Sharjah. The workshops will run from 10:00 AM to 1:00 PM and include three concurrent sessions on topics such as avoiding common pitfalls in multiple-choice test questions, using video to generate communicative language teaching, writing 10-minute IELTS essays, professional development courses and resources for teachers, screen casting for asynchronous professional development, and lesson planning for TESOL pre-service teachers. The event is free for TESOL Arabia members and 40 AED for non-members. Pre-registration is requested by
Students‟ blog in PBIG Unilak have been used to promote English skills during these two years. This mixed method study aimed to identify and describes the major problems faced by the students during the implementation of blogging based class. This study based its data from 168 students who attended 5 different classes based-blog. Employing a total sampling technique, the students were invited to fill up online questionnaire and interview. However, only 161 feedbacks can be processed. The analysis in this study reveals there are three major problems in blog-based class, which significantly contributed to an unproductive learning process atmosphere at PBIG Unilak namely: Lack of confidence in posting article and comments in the blog; Lack of IT skills and Cyberbullying.
Jones (2020) Engaging learners with team-based learning (TBL)Brent Jones
This document summarizes an action research project that tested augmenting a project-based learning curriculum with elements of team-based learning. The project involved 28 students in a Beer Industry Project class. It describes the key principles and instructional methods of project-based learning and team-based learning. It then provides a week-by-week overview of how the class was structured, including introducing content through videos and readings, having students complete individual and team readiness assurance tests to check their understanding, forming permanent project teams, and having team application activities and discussions. The goal was to improve learner engagement with the out-of-class assignments and address the wide range of student proficiency levels through the team-based learning approach.
Proficiency Development through a Hybrid Course with e-Tandems Gabriel Guillén
E-tandems remains peripheral to the foreign language curriculum (O’Dowd, 2010, 2013), in spite of the proliferation of Language Learning Social Networks and research findings showing learners’ linguistic progress in tandem learning. Similarly, recent studies have shown that students taking hybrid courses reach comparable levels of oral proficiency to those taking traditional courses (Blake, 2008; Rubio, 2012). This study measures linguistic development through a 10 week hybrid course of intermediate Spanish with an e-tandem component, in contrast with a traditional Spanish course. Results showed similar overall proficiency development for both groups and a greater improvement in sentence mastery for hybrid students.
This document outlines the development of an online training course for university instructors on using communication tools in Blackboard. It follows the ADDIE instructional design model, which includes the phases of analysis, design, development, implementation and evaluation. The document focuses on the development phase, providing details on the objectives, standards, strategies and assessment for a sample lesson on creating announcements and voice emails in Blackboard. The goal is to generate and validate learning resources to teach instructors effective online communication skills to enhance student engagement.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Denyse Toffoli and ...The Open University
This study examined the coherence between pre-service language teachers' stated beliefs about language teaching and their actual productions of websites for language learning. The researchers analyzed student essays, websites, and questionnaires from 17 students in a CALL course. They found that while students' approaches to teaching with CALL aligned with their stated beliefs, the beliefs seemed more influenced by the students' own experiences as language learners rather than by their teacher training. The researchers suggest improving instruction by better integrating knowledge from pedagogy courses into the CALL elements and exposing students to more in-depth CALL examples.
M toffoli socketteurocall_teacher_ed_sig_lyon[1]nickyjohnson
This study examined the coherence between pre-service language teachers' stated beliefs about language teaching and their actual productions of websites for language learning. The researchers analyzed student essays, websites, and questionnaires from 17 students in a CALL course. They found that while students' approaches to teaching with CALL aligned with their stated beliefs, the students' beliefs seemed more influenced by their own experiences as language learners rather than by their teacher training. The researchers suggest improving instruction by better integrating knowledge from pedagogy courses into the CALL elements and exposing students to more in-depth examples of CALL.
The document describes a case study of blended education at Delft University of Technology involving 12 courses and 3,000 students. It outlines the blended learning cycle used, which is based on a flipped classroom model where students prepare for face-to-face sessions at home through activities like watching pre-lecture videos and doing simple exercises. Class time focuses on interactive sessions and feedback. The case study found that the blended approach improved student activation and conceptual understanding through more practice and feedback opportunities. However, instructors need support to fully integrate online and in-person learning and adapt their teaching methods.
The document outlines a 3-day asynchronous training program for new facilitators at Cox Communications. Trainees will learn about materials, tests, and discussion threads through shared materials on Cox University and SharePoint sites. Perfect attendance is required to pass the program. The program aims to increase consistency in training and improve customer service. It will train facilitators in establishing an online presence, content knowledge, and communication skills. Trainees will be assessed through diagnostic, formative, and summative evaluations.
The European Maturity Model for Blended Education is a framework which can help educators and institutions to take the next step in blended education.
The framework consists of 3 levels (course, programme, and institution) and for each level dimensions and indicators have been developed. This can be used to self assess the maturity of a blended course, programme or institution..
The EMBED implementation guidelines offer support for educators, course teams, instructional designers and management to mature in blended education. For each of the 21 dimensions guidelines have been written to reach the next maturity level. The guidelines include educational models, articles, research, and tools. Use them and take the next step toward mature blended education.
For more information, take a look at https://embed.eadtu.eu.
This document is Dylan Cromhout's teaching portfolio submitted for a Teaching Development Programme. It covers his approach to various elements of teaching including lesson planning, use of technology, interactive lectures, case studies, problem-based learning, academic literacy, and community engagement. For each element, Cromhout provides examples of how he incorporates it into his teaching through appendices that include lesson plans, technology tools, assessments, and community engagement proposals. The portfolio demonstrates Cromhout's commitment to engaging students and facilitating deep learning through various pedagogical approaches and tools.
Regelmatig geef ik de workshop Blending your education. Dit slidepack gebruik ik om het concept van blended learning uit te leggen en docenten een start te geven met het ontwikkelen van blended onderiwjs.
Becoming a Program that Uses Video EvidenceAdam Geller
University of Michigan researchers share how teacher education programs can use video to enhance practice-focused learning experiences. Participants will consider examples and insights drawn from one elementary program’s five-year journey toward widespread use of video. Implementation strategies will be discussed. (AACTE Annual Meeting 2015, presenters Timothy Boerst, Meri Tenney Muirhead, Meghan Shaughnessy, Kara Suzuka, Adam Geller)
Video: https://www.youtube.com/watch?v=NODxZjUXAL0
This document introduces an effective slide design for presentations in foreign language classrooms. The slide design follows principles of rhetoric, psychology and human factors. It includes a headline, assertion, images and important words to support the point. Using this design improves the quality of student presentations and allows them to transfer presentation skills to other subjects. Faculty report students have better communication skills when they graduate as a result of using this slide design approach in foreign language courses.
Supriya Katkhade is seeking a position where she can effectively use her knowledge and soft skills while working individually or as part of a team. She has a Bachelor's degree in Electronics and Telecommunication Engineering from JSPM's ICOER in Pune. Her technical skills include programming languages like C and Core Java as well as testing automation tools like Selenium, Loadrunner, and QTP. She has certifications in software testing, Java, and MCIT. In addition to her studies, she has participated in various technical events and competitions.
Joseph (J-Tunez) Smith received a Certificate of Achievement for completing the CRAS requirements and demonstrating proficiency in Pro Tools Tier 1 on October 8, 2014. The certificate is numbered Qg8JMwX73y.
This is a directory of Canadian US patents holders. It has the latest information about who has US patents in Canada, where the US patent holders are, what they patented in the US market and the trends of their US patents.
In 2009, when I was working for the Region of Peel government, Canada, I successfully used patent mapping to identify 20 US patent intensive companies as the potential employers for highly educated immigrants. Following this initiative, I created a Canadian patent competitive intelligence (CI) database to track the latest patent competence of over 5000 Canadian entities, in all sector throughout Canada, on a weekly basis. My work with Region of Peel from 2010 to 2012 showed that this database can provide the "no-older-than-7-day" intelligence for long-term strategic research/planning and short-term tactics. This is also the first attempt in Canada to use patent landscape as a regional economic strength indicator and a baseline for policy harmonization and policy performance evaluation.
Este documento describe la experiencia de una estudiante en la educación a distancia, incluyendo los desafíos de autorregular su tiempo y espacio de estudio, adquirir nuevos métodos y hábitos de aprendizaje autodirigido, y estar pendiente de los comunicados y actividades asignadas a través de la plataforma virtual, a pesar de enfrentar algunas desventajas como depender de la tecnología e internet. La autora concluye que a pesar de los retos, la modalidad a distancia le ha permitido aprender cosas significativ
This document certifies that James Pong has passed the Google Analytics Individual Qualification exam and is now a Google Analytics Qualified individual. The certification is valid for 18 months from September 5, 2010 and includes a unique qualification number.
This is a directory of Canadian US patents holders. It has the latest information about who has US patents in Canada, where the US patent holders are, what they patented in the US market and the trends of their US patents.
In 2009, when I was working for the Region of Peel government, Canada, I successfully used patent mapping to identify 20 US patent intensive companies as the potential employers for highly educated immigrants. Following this initiative, I created a Canadian patent competitive intelligence (CI) database to track the latest patent competence of over 5000 Canadian entities, in all sector throughout Canada, on a weekly basis. My work with Region of Peel from 2010 to 2012 showed that this database can provide the "no-older-than-7-day" intelligence for long-term strategic research/planning and short-term tactics. This is also the first attempt in Canada to use patent landscape as a regional economic strength indicator and a baseline for policy harmonization and policy performance evaluation.
El documento trata sobre las tecnologías de la información y la comunicación (TIC) en el ámbito educativo en Venezuela. Explica que las TIC juegan un papel clave en la sociedad moderna y deben ser parte integral de la educación. Describe algunos objetivos del uso de las TIC en educación como contribuir a la actualización del sistema educativo y facilitar a los profesores el uso de las TIC. También presenta el Proyecto Canaima Educativo, cuyo objetivo es apoyar la formación integral de estudiantes mediante la dotación
Esta instrução normativa organiza a oferta da educação básica e a avaliação dos estudantes na rede municipal de ensino de Recife, definindo a estrutura da educação infantil, ensino fundamental e educação de jovens e adultos, bem como os procedimentos e critérios para a avaliação da aprendizagem e progressão dos estudantes.
Este documento resume los principales comprobantes y soportes contables como la factura, recibo de caja, recibo de caja menor, cheques, letras de cambio, pagarés, notas de débito y notas de crédito. Describe sus características y propósitos.
Don’t Let Notes Be Misunderstood: A Negation Detection Method for Assessing R...George Gkotsis
Mental Health Records (MHRs) contain free-text documentation about patients’ suicide and suicidality. In this paper, we address the problem of determining whether grammatic variants (inflections) of the word “suicide” are affirmed or negated. To achieve this, we populate and annotate a dataset with over 6,000 sentences originating from a large repository of MHRs. The resulting dataset has high Inter- Annotator Agreement (κ 0.93). Furthermore, we develop and propose a negation detection method that leverages syntactic features of text1. Using parse trees, we build a set of basic rules that rely on minimum domain knowledge and render the problem as binary classification (affirmed vs. negated). Since the overall goal is to identify patients who are expected to be at high risk of suicide, we focus on the evaluation of positive (affirmed) cases as determined by our classifier. Our negation detection approach yields a recall (sensitivity) value of 94.6% for the positive cases and an overall accuracy value of 91.9%. We believe that our approach can be integrated with other clinical Natural Language Processing tools in order to further advance information extraction capabilities.
Top 8 powerful English-speaking online courses in 2022 (1).pdfRonDosh
Become proficient in English with these 8 powerful online courses for beginners and intermediates. Enhance your English and business communication abilities
The document describes Open English, an online English language school serving over 20 countries. It offers customized 24/7 online instruction from native English teachers to help students achieve fluency quickly. The school has surpassed 400,000 students. It also describes Open English's new and improved learning platform, which features an updated curriculum, optimized study paths, mobile access, and more teacher interaction than before. Key aspects of the new platform include placement tests to assess students' English level, a weekly study plan to guide students' learning, unlimited live online classes taught around the clock, and feedback from teachers.
The document describes a case study of blended education at Delft University of Technology involving 12 courses and 3,000 students. It outlines the blended learning cycle used, which is based on a flipped classroom model where students prepare for face-to-face sessions at home through activities like watching pre-lecture videos and doing simple exercises. Class time focuses on interactive sessions and feedback. The case study found that the blended approach improved student activation and conceptual understanding through more practice and feedback opportunities. However, instructors need support to fully integrate online and in-person learning and adapt their teaching methods.
The document outlines a 3-day asynchronous training program for new facilitators at Cox Communications. Trainees will learn about materials, tests, and discussion threads through shared materials on Cox University and SharePoint sites. Perfect attendance is required to pass the program. The program aims to increase consistency in training and improve customer service. It will train facilitators in establishing an online presence, content knowledge, and communication skills. Trainees will be assessed through diagnostic, formative, and summative evaluations.
The European Maturity Model for Blended Education is a framework which can help educators and institutions to take the next step in blended education.
The framework consists of 3 levels (course, programme, and institution) and for each level dimensions and indicators have been developed. This can be used to self assess the maturity of a blended course, programme or institution..
The EMBED implementation guidelines offer support for educators, course teams, instructional designers and management to mature in blended education. For each of the 21 dimensions guidelines have been written to reach the next maturity level. The guidelines include educational models, articles, research, and tools. Use them and take the next step toward mature blended education.
For more information, take a look at https://embed.eadtu.eu.
This document is Dylan Cromhout's teaching portfolio submitted for a Teaching Development Programme. It covers his approach to various elements of teaching including lesson planning, use of technology, interactive lectures, case studies, problem-based learning, academic literacy, and community engagement. For each element, Cromhout provides examples of how he incorporates it into his teaching through appendices that include lesson plans, technology tools, assessments, and community engagement proposals. The portfolio demonstrates Cromhout's commitment to engaging students and facilitating deep learning through various pedagogical approaches and tools.
Regelmatig geef ik de workshop Blending your education. Dit slidepack gebruik ik om het concept van blended learning uit te leggen en docenten een start te geven met het ontwikkelen van blended onderiwjs.
Becoming a Program that Uses Video EvidenceAdam Geller
University of Michigan researchers share how teacher education programs can use video to enhance practice-focused learning experiences. Participants will consider examples and insights drawn from one elementary program’s five-year journey toward widespread use of video. Implementation strategies will be discussed. (AACTE Annual Meeting 2015, presenters Timothy Boerst, Meri Tenney Muirhead, Meghan Shaughnessy, Kara Suzuka, Adam Geller)
Video: https://www.youtube.com/watch?v=NODxZjUXAL0
This document introduces an effective slide design for presentations in foreign language classrooms. The slide design follows principles of rhetoric, psychology and human factors. It includes a headline, assertion, images and important words to support the point. Using this design improves the quality of student presentations and allows them to transfer presentation skills to other subjects. Faculty report students have better communication skills when they graduate as a result of using this slide design approach in foreign language courses.
Supriya Katkhade is seeking a position where she can effectively use her knowledge and soft skills while working individually or as part of a team. She has a Bachelor's degree in Electronics and Telecommunication Engineering from JSPM's ICOER in Pune. Her technical skills include programming languages like C and Core Java as well as testing automation tools like Selenium, Loadrunner, and QTP. She has certifications in software testing, Java, and MCIT. In addition to her studies, she has participated in various technical events and competitions.
Joseph (J-Tunez) Smith received a Certificate of Achievement for completing the CRAS requirements and demonstrating proficiency in Pro Tools Tier 1 on October 8, 2014. The certificate is numbered Qg8JMwX73y.
This is a directory of Canadian US patents holders. It has the latest information about who has US patents in Canada, where the US patent holders are, what they patented in the US market and the trends of their US patents.
In 2009, when I was working for the Region of Peel government, Canada, I successfully used patent mapping to identify 20 US patent intensive companies as the potential employers for highly educated immigrants. Following this initiative, I created a Canadian patent competitive intelligence (CI) database to track the latest patent competence of over 5000 Canadian entities, in all sector throughout Canada, on a weekly basis. My work with Region of Peel from 2010 to 2012 showed that this database can provide the "no-older-than-7-day" intelligence for long-term strategic research/planning and short-term tactics. This is also the first attempt in Canada to use patent landscape as a regional economic strength indicator and a baseline for policy harmonization and policy performance evaluation.
Este documento describe la experiencia de una estudiante en la educación a distancia, incluyendo los desafíos de autorregular su tiempo y espacio de estudio, adquirir nuevos métodos y hábitos de aprendizaje autodirigido, y estar pendiente de los comunicados y actividades asignadas a través de la plataforma virtual, a pesar de enfrentar algunas desventajas como depender de la tecnología e internet. La autora concluye que a pesar de los retos, la modalidad a distancia le ha permitido aprender cosas significativ
This document certifies that James Pong has passed the Google Analytics Individual Qualification exam and is now a Google Analytics Qualified individual. The certification is valid for 18 months from September 5, 2010 and includes a unique qualification number.
This is a directory of Canadian US patents holders. It has the latest information about who has US patents in Canada, where the US patent holders are, what they patented in the US market and the trends of their US patents.
In 2009, when I was working for the Region of Peel government, Canada, I successfully used patent mapping to identify 20 US patent intensive companies as the potential employers for highly educated immigrants. Following this initiative, I created a Canadian patent competitive intelligence (CI) database to track the latest patent competence of over 5000 Canadian entities, in all sector throughout Canada, on a weekly basis. My work with Region of Peel from 2010 to 2012 showed that this database can provide the "no-older-than-7-day" intelligence for long-term strategic research/planning and short-term tactics. This is also the first attempt in Canada to use patent landscape as a regional economic strength indicator and a baseline for policy harmonization and policy performance evaluation.
El documento trata sobre las tecnologías de la información y la comunicación (TIC) en el ámbito educativo en Venezuela. Explica que las TIC juegan un papel clave en la sociedad moderna y deben ser parte integral de la educación. Describe algunos objetivos del uso de las TIC en educación como contribuir a la actualización del sistema educativo y facilitar a los profesores el uso de las TIC. También presenta el Proyecto Canaima Educativo, cuyo objetivo es apoyar la formación integral de estudiantes mediante la dotación
Esta instrução normativa organiza a oferta da educação básica e a avaliação dos estudantes na rede municipal de ensino de Recife, definindo a estrutura da educação infantil, ensino fundamental e educação de jovens e adultos, bem como os procedimentos e critérios para a avaliação da aprendizagem e progressão dos estudantes.
Este documento resume los principales comprobantes y soportes contables como la factura, recibo de caja, recibo de caja menor, cheques, letras de cambio, pagarés, notas de débito y notas de crédito. Describe sus características y propósitos.
Don’t Let Notes Be Misunderstood: A Negation Detection Method for Assessing R...George Gkotsis
Mental Health Records (MHRs) contain free-text documentation about patients’ suicide and suicidality. In this paper, we address the problem of determining whether grammatic variants (inflections) of the word “suicide” are affirmed or negated. To achieve this, we populate and annotate a dataset with over 6,000 sentences originating from a large repository of MHRs. The resulting dataset has high Inter- Annotator Agreement (κ 0.93). Furthermore, we develop and propose a negation detection method that leverages syntactic features of text1. Using parse trees, we build a set of basic rules that rely on minimum domain knowledge and render the problem as binary classification (affirmed vs. negated). Since the overall goal is to identify patients who are expected to be at high risk of suicide, we focus on the evaluation of positive (affirmed) cases as determined by our classifier. Our negation detection approach yields a recall (sensitivity) value of 94.6% for the positive cases and an overall accuracy value of 91.9%. We believe that our approach can be integrated with other clinical Natural Language Processing tools in order to further advance information extraction capabilities.
Top 8 powerful English-speaking online courses in 2022 (1).pdfRonDosh
Become proficient in English with these 8 powerful online courses for beginners and intermediates. Enhance your English and business communication abilities
The document describes Open English, an online English language school serving over 20 countries. It offers customized 24/7 online instruction from native English teachers to help students achieve fluency quickly. The school has surpassed 400,000 students. It also describes Open English's new and improved learning platform, which features an updated curriculum, optimized study paths, mobile access, and more teacher interaction than before. Key aspects of the new platform include placement tests to assess students' English level, a weekly study plan to guide students' learning, unlimited live online classes taught around the clock, and feedback from teachers.
We don’t believe in a ‘one-size-fits-all’ approach, instead we try to evolve with you, providing materials and teaching styles
dependant on your needs and preference.
The document discusses the benefits of virtual blended learning versus traditional in-person language training. Virtual blended learning combines online asynchronous learning through interactive modules and forums with synchronous live online lessons. It has benefits such as flexibility, standardization, lower costs by eliminating travel, and faster progress. However, it may not be suitable for absolute beginners, those with low computer literacy or motivation, or when interpersonal skills need to be taught.
The document outlines an English Essential Workshop program designed to enhance students' cohesive writing skills. The program will have three targeted student groups - excellent, intermediate, and weak - and provide modules focusing on writing fundamentals like content, grammar and vocabulary, applying vocabulary in writing, and incorporating knowledge and critical thinking. The excellent group's more advanced program involves online sessions exploring writing structures and intellectual mindsets. The intermediate group will have a shorter online session led by an external teacher. Weaker students will have on-site sessions with panel teachers. The total cost of the program is estimated to be RM1100. The goal is to help students strengthen their English proficiency and writing abilities to succeed in exams and career.
This document provides an overview of the Highly Immersive Programme (HIP) Toolkit version 2.0 created by the English Language Teaching Centre, Ministry of Education, Malaysia. The toolkit aims to support schools in creating a highly immersive English learning environment. It includes an overview of HIP and its relation to education policies, describes 4 factors important for HIP success, a self-assessment tool to evaluate progress, and a guidebook with sample activities. The self-assessment tool involves scoring different groups (head, teachers, students, parents) to determine the school's overall level of English immersion.
This document provides an overview of the Highly Immersive Programme (HIP) Toolkit. The toolkit was designed to support the creation of a highly immersive English language environment in schools. It includes an overview of HIP, the four fundamental factors for its success, a self-assessment tool, and a guidebook of activity ideas. The goal of HIP is to improve students' English proficiency through increased exposure to the language both in and out of the classroom.
The document provides information about the Highly Immersive Programme (HIP) Orientation Workshop that will take place from 06-08 February 2017. It includes the following:
1. The schedule for the 3-day workshop which will cover topics like the HIP overview, implementation guidelines, monitoring framework, and CSR partnerships.
2. Background information on the need to improve English proficiency in Malaysia based on surveys of students, employers and parents.
3. An overview of the HIP programme which aims to improve students' English proficiency through increased immersion and usage, targeting outcomes like higher acceptance of English and proficiency levels.
4. Details of the HIP Toolkit which includes a self
The document provides an overview of the Highly Immersive Programme (HIP) Toolkit which aims to support the creation of a highly immersive English language environment in Malaysian schools. The toolkit includes: (1) An overview of HIP and its relation to Malaysia's education policies; (2) Descriptions of the four fundamental factors for HIP's success; (3) A self-assessment tool to help schools evaluate their progress; (4) A guidebook with a menu of in-class, out-of-class, extra-curricular and outreach English language activities. The toolkit is intended to help schools customize activities to create an immersive environment and continuously improve their English proficiency levels.
The Benefits of Online English Classes for Working ProfessionalsAffluent English
Online English classes provide advanced learning opportunities for professionals looking to expand their language proficiency. With courses like the Advanced English Learning Course, working professionals can refine their language skills to a higher level of fluency. These courses typically focus on complex grammar, advanced vocabulary, and critical thinking, allowing professionals to communicate effectively and confidently in more challenging contexts.
This document discusses improving English language skills for students in Ecuador through the use of new teaching methodologies and technologies. It notes that students at the Jose Cardenas School lack English skills due to insufficient teacher knowledge and outdated teaching techniques. The study proposes using projects, internet communication, and computer-assisted language learning to develop students' English listening, speaking, reading and writing skills throughout the school year. Students would research online for their projects, communicate virtually with native English speakers, and use CALL programs and interactive learning materials independently. The goal is to continuously develop students' language skills through motivating, practical activities that expose them to authentic English use and communication. Evaluating skills at the start and end of the year would assess the impact of
Eil implications for policy and pedagogycjeremysykes
1. The document discusses approaches to teaching English as an international language in Taiwan, including a focus on English for academic purposes, content and language integrated learning, and English as a lingua franca.
2. It notes the Taiwanese government's efforts to improve English education but reports disappointing results, with many students still unable to communicate verbally in English.
3. The document advocates for reforms in Taiwan's university entrance exam system, English language instruction methods, and teacher training to better prepare students for using English internationally.
An example of designing learning module in power pointSirui Wang
This document summarizes the needs assessment for a multimedia tutorial on English reading skills for Chinese learners. It conducted tests, surveys, and interviews with English major students and non-English major students to identify needs. The needs assessment found that while Chinese learners spend significant time and money learning English, their reading abilities and language skills do not improve much. It attributes this to misunderstandings about English reading and poor study habits. The multimedia tutorial aims to provide specific reading skills and address misunderstandings to improve learners' English reading abilities and make their English learning more effective.
Cung cấp giáo viên nước ngoài, giáo viên bản ngữ Anh, Úc, Mỹ, Canada. Chuyên cung cấp giáo viên cho các trường học, trung tâm anh ngữ và các doanh nghiệp Tổ Chức.
Xem thêm dịch vụ: http://hawaiieducation.edu.vn/cung-cap-giao-vien-nuoc-ngoai.html
English Business Group’s blended course system for language training incorporates e-learning exercises, personal tutoring, telephone and email support and group discussions.
1. Blended learning offers benefits like being time efficient, low cost per student, and allowing students to complete work at their own convenience while receiving qualified tutor feedback.
2. English Business Group's blended learning system combines language learning software, world-class tutoring, and face-to-face training. Students study at their own pace and receive personal assistance from tutors.
3. The system includes regular face-to-face sessions focusing on speaking skills and progress checks, with learning progress monitored online anytime by teachers and students.
English Business Group’s blended course system for language training incorporates e-learning exercises, personal tutoring, telephone and email support and group discussions.
English Business Group’s blended course system for language training incorporates e-learning exercises, personal tutoring, telephone and email support and group discussions.
Welcome to Linguarama English in England programmes. marcus evans linguarama has been providing language training solutions to business and professional people for over 40 years. We understand the importance of English as the language of communication in the international business world and have a range of courses designed to meet your training objectives.
Similar to GlobEng_Whitepaper_Blended Case Study_121813 (20)
1. W H I T E PA P E R
Accelerated
Improvement in
Business English
through Blended
Learning
A case study of full-time and
part-time corporate programs
Lindsay Oishi, Ph.D.
Product Owner, Efficacy and Progress
GlobalEnglish
Cheri-Ann Nakamaru
Senior Product Manager, Learning and Strategy
GlobalEnglish
Revised
December 2013
Blended learning combines online
self-study with human coaching,
which can be in person or virtual. This
white paper presents a case study of
a custom blended learning program
created by GlobalEnglish for a large,
multi-national technology company.
Twenty-one employees needed to
make significant, rapid progress in
Business English proficiency in order to
fulfill new job responsibilities. After six
months, six participants who had studied
Business English full-time improved an
average of 50% (from Beginner to Low
Intermediate), and 14 participants who
had studied Business English for 4.5
hours per week improved an average of
9 to 12%. By the end of the program,
participants were able to successfully
assume global roles in their organization.
2. 2WHITE PAPER: Accelerat ed I mprovement in B usiness En g lish Th rou gh Blen ded Lear n in g
At month four, [a regional director] said that he knew this program was the right thing
to do, and it was truly effective, because of the level of change and the confidence he
saw in the employees… In the past, there was always a language barrier.
— Client Program Manager
”
EXECUTIVE SUMMARY
3 ....................Introduction 10 ....................Conclusion
4 ....................The Blended Programs 13 ....................About GlobalEnglish
6 ....................Research Methods 14 ....................About the Authors
8 ....................Results 15 ....................References
Combining online self-directed study with traditional face-to-face instruction is a popular technique in
adult English language teaching.1
Although the research on blended learning in ESL is growing, little is
known about the effectiveness of different kinds of blended learning programs for producing accelerated
gains in Business English.
In this study, twenty-one adult Japanese professionals employed at a large, multi-national technology
company participated in either a full-time blended learning program (34.5 hours per week, n = 6), or
a part-time, entirely virtual blended program (4.5 hours per week, n = 15). Both programs included
self-directed study with an online Business English curriculum, and twice-weekly virtual coaching sessions
with an experienced English language teacher. The full-time program also included in-person classroom
instruction, small group projects, and individual presentations. Twenty participants took a standard
assessment of Business English at the beginning of the program and again after six months. Although
individual compliance with the programs varied, test scores for the full-time group increased by an
average of 50%, and scores for the part-time group increased by 9 to 12%.
This case study provides evidence that virtual blended learning is an effective method for developing
Business English skills, specifically:
• An intensive blended program consisting of an online curriculum, integrated virtual coaching,
and in-person instruction can be effective at producing large language performance gains with
relative speed.
• A completely virtual blended program, with no face-to-face instruction and an overall time
commitment of less than five hours per week, can also produce significant improvements in
Business English.
“
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INTRODUCTION
Learning English as a second or foreign language is a time-consuming endeavor. Although the time
it takes to learn English varies by individual and native language, research on adult ESL (English as a
Second Language) suggests that learners need at least 500 hours of direct instruction to attain everyday
communication skills.2
Even for non-native speaking children learning English at school in the United
States, proficiency can take four to seven years.3, 4
Within the traditional classroom paradigm, it is difficult
to make accelerated progress without enrolling in an intensive language program. Even then, success is
far from guaranteed.
In today’s business environment, however, professionals who have a compelling need to develop
their English skills typically do not have the time, budget or desire to attend a residential immersion
program. For this and other reasons, computer-assisted language learning via the Internet (also referred
to as “e-learning,” “online learning,” or “web-based learning,” among other terms) has become a
common methodology in corporate training.5
Most adults with computer and Internet skills are familiar
with computer-based learning, and commonly report positive attitudes towards such programs.6, 7
Furthermore, computer-based courses are often cheaper than instructor-led courses, and a large body
of research has demonstrated that they can be equally or more effective than traditional instruction.8, 9, 10
Organizations also frequently combine computer-based training with traditional instruction, a popular
approach called “blended learning”.11, 12
Although blended learning has historically included face-to-face
components, as educational technologies improve, it has become possible for blended learning to take
place without in-person interaction. Instead, learners and teachers can interact virtually via information
and communication technologies such as teleconference or voice-over IP (VoIP).
For this study, therefore, we defined blended learning as a combination of synchronous human
interaction (face-to-face, or virtual) and independent online study.
Using a case study methodology, we examined two questions currently unanswered in the research
literature:
• Can an intensive program with both in-person
and virtual blended learning modalities help
adults significantly improve their Business English
proficiency in a relatively short time frame
(about six months)?
• Can a completely virtual blended program also
produce significant and rapid gains in Business
English proficiency in the same time frame?
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The first question introduces a new direction in the research: the extent to which a blended program
can replace a traditional in-person immersion course for adults learning Business English. The second
question also adds to the literature because to date, most empirical studies have focused on a definition
of blended learning that necessarily includes face-to-face instruction. By releasing blended learning from
this requirement, we can explore whether computer-mediated human interaction can work as well as
face-to-face teaching and learning.
THE BLENDED PROGRAMS
GlobalEnglish, a global provider of enterprise Business English solutions owned by Pearson PLC, designed
part-time and full-time blended learning programs that combined various pedagogical methods to meet
the client’s specific needs. These components are summarized in Table 1 and described further below.
The six individuals in the full-time group needed to progress from Beginner to Intermediate level of
Business English proficiency, and received daily in-person and online instruction and practice for a total
of 34.5 hours per week. The part-time group of 15 participants started the program at an Intermediate
level of Business English proficiency, and took part in virtual blended learning for 4.5 hours per week.
Type of study
Required hours per week
Full-time Part-time
Online
Asynchronous independent study, including formal curriculum and
informal learning resources
17 2.5
Synchronous sessions with coach via Skype or telephone 2 2
In person (full-time only)
Teacher-led group class 10
Individual and group projects 4.5
Group discussions or meetings 1
Total hours per week 34.5 4.5
Total program hours (28 weeks) 966 126
Asynchronous online study – both programs
During asynchronous study, participants progressed independently through the GlobalEnglish on-demand
Business English curriculum, for up to 2.5 (part-time) or 17 (full-time) hours per week. This time could
also include informal learning through an online website for collaborative, social language practice, and a
Table 1. Learning modalities and hours required in full-time and part-time blended learning programs
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mobile application for individual vocabulary and pronunciation practice. Participants were free to allocate
their study time between formal and informal study; however, the program management encouraged
completion of the formal curriculum.
Synchronous online instruction – both programs
For synchronous study, participants worked individually with a certified, native English-speaking coach for
one hour, twice per week, via telephone or an Internet conferencing service (e.g., Skype). GlobalEnglish
provided the coaching service in partnership with ISUS (ispeakuspeak), and sessions included English
listening and spoken interaction practice at a level customized to each participant. Coaches also
addressed participants’ problems and questions with the online Business English curriculum, and drew
from the online resources available there to guide their sessions. In this way, the asynchronous and
synchronous components of the blended learning programs were fully integrated.
In-person instruction – full-time program only
The full-time program also included in-person (face-to-face) English language instruction and practice.
This group classroom training was specifically created to meet the level and needs of the six full-time
participants, and was organized to support their use of the online curriculum as well as their job-related
group projects and assignments. Instruction focused on improving the participants’ English speaking
proficiency, with the goal of increasing their confidence and ability to perform basic professional
functions in English (e.g., phone conversations, meetings, and short presentations). Instructors used a
combination of the provided online curriculum and their own materials.
Group and individual projects – full-time program only
The full-time program also included three projects: one
completed as a group, and two completed individually.
Each project took about one month and was designed
to be directly relevant to the participants’ jobs. In
the group project, participants wrote a proposal,
in English, to improve an aspect of working at their
company. In the two individual projects, participants
used English to deliver a ten-minute presentation,
either via telephone or in person, on assigned work-
related topics.
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RESEARCH METHODS
Participants
21 Japanese adults (14 men and 7 women) participated in a blended learning program that took place
at their workplace, in Japan. All were regular full-time employees of a large, multi-national technology
company, working in a professional role within a department that provides internal company services.
There were six full-time program participants and 15 part-time program participants.
Materials
GlobalEnglish, a global provider of enterprise, on-demand Business English solutions owned by Pearson
PLC, provided all of the online and coaching components of the blended program. The GlobalEnglish
product suite available to participants in this study (Figure 1) provided formal and informal Business
English learning opportunities, expert real-time coaching, on-the-job support for business tasks,
collaboration tools, mobile practice and reference, adaptive Business English assessments, and the ability
to track activity and progress.e GlobalEnglish Product Suite
Figure 1. The GlobalEnglish Product Suite available to blended learning participants
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Required learning tools
The main independent study portion of the blended program was done through GlobalEnglish Edge™,
a structured online curriculum designed for adults. It has eleven courses or “Levels”, from 0 (Low
Beginner) to 10 (Advanced), focusing on English in global business contexts. The curriculum is aligned
with the Common European Framework of Reference, and spans A1 (Breakthrough/Beginner) to C1
(Effective operational proficiency/Advanced).13
The human coaching component of the blended programs was provided through a service called
GlobalEnglish Coach™. GlobalEnglish partners with ISUS (ispeakuspeak) to offer native English speakers
with extensive ESL/EFL teaching and business experience as individual coaches for GlobalEnglish
subscribers. Coaches are certified in the GlobalEnglish Edge curriculum so that they can provide in-depth
guidance and instruction on the specific online assignments and resources.
Optional learning tools
All participants had access to two optional informal learning tools. The first, GlobalEnglish Bloom™,
is an online platform for collaborative, social language practice. Although use of this platform was not
guided or structured, participants were encouraged to use GlobalEnglish Bloom to supplement their
formal study. Available features include the ability to complete business-focused, video-based tutorials
(including additional material not available in the structured curriculum), take interactive quizzes, pose
questions and get answers from Business English experts and peers, and participate in asynchronous
group discussions.
The second informal learning tool that all participants could access was GlobalEnglish LinGo Pro™,
a mobile and web browser application that provides just-in-time learning functionality and English
productivity support. It features vocabulary lists organized by topic and industry, custom word lists,
flashcard practice, and the ability to look up word pronunciations, definitions and translations.
Assessment instrument
The assessment used for pre-test and post-test was the GlobalEnglish Standard Test for English
Professionals Plus™ (STEP+). GlobalEnglish STEP+ is an online, computer adaptive test that takes about
an hour to complete and includes four sections: Grammar, Listening, Reading and Speaking.
Test content focuses on situations relevant to global professionals. The test has a raw score range of
0 to 1,581, which corresponds to both a GlobalEnglish curriculum level (0 to 10) and a CEFR range
(A1 to C1).
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RESULTS
Procedure
Twenty participants took the pre-test in August 2012, using their own computers, at a time and place
of their choice (one participant did not take the pre-test). Those who scored at or below Level 5 (Low
Intermediate) were placed into the full-time program. Both programs started in September 2012, and
participants took the post-test about six months later in March 2012. Data on participant activity in
the online components of the blended program was collected during the interim 28 weeks of active
participation. Both pre-test and post-test were not proctored.
Data on participant usage of the formal online curriculum and collaboration website was automatically
tracked using reporting technology built into the software. This recorded time spent studying online,
learning activities completed successfully, and number of logins to the collaboration site.
Program
(N = 21)
Mean hours per week
using structured
curriculum (SD)
Percent of required time
in formal curriculum
Mean learning activities
completed per week (SD)
Full-time (n = 6) 7.71 (5.11) 45.4% (of 17) 14.46 (2.11)
Part-time (n = 15) 1.29 (0.75) 51.6% (of 2.5) 3.43 (2.81)
At the end of the program, we had [participants] presenting to the head of the department’s staff,
and you could tell that by the end of it, they were very confident. Their English was good;
their grammar was good… they are light-years ahead of where they were.”
— Client Program Manager
“
”
Activity in formal online curriculum
Participants in both blended programs spent about half of their required independent study time logged
in to the online curriculum, GlobalEnglish Edge (Table 2). For full-time participants, the average time spent
using the structured course materials was 7.71 hours per week (range: 3.38 – 16.33 hours), and for part-
time participants, the average was 1.29 hours per week (range: 0.1 – 2.28 hours). Within that time, full-
time program participants successfully completed, on average, a total of 433 discrete learning activities (SD
= 63), in which each activity took five to fifteen minutes. Successful completion was defined as answering
the questions within the activity with 70% accuracy (participants could attempt all activities as many times
as they wished). Part-time participants completed an average of 103 activities total (SD = 82).
Table 2. Time and activities completed online with formal curriculum (GlobalEnglish Edge)
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Activity in collaboration website
Although it was not possible to track time spent on the collaboration website (GlobalEnglish Bloom), the
total number of sessions was recorded automatically. Most participants logged in infrequently, with seven
out of 21 logging in more than once per month on average. Among the other participants, the average
was about three sessions (M = 3.22, SD = 2.73). One active user, however, logged in 26 times.
Test results
In the full-time group (n = 6), the total score improvement was large (M = 217, SD = 62). Although
the small size of the group makes statistical inference inappropriate, in qualitative terms, the full-
time participants observed an average increase in test score from a mid-range A2 level (Waystage/
Elementary) on the Common European Framework of Reference for Languages (CEFR) to a low B1
level (Threshold/Intermediate).
In the part-time group (n = 14), the average total score improvement was 79 points (SD = 115). This
difference between pre-test and post-test was significant, W = 17, Z = -2.23, p < .05, r = .60. The
parametric version of the Wilcoxon signed rank test (paired-samples t-test) yielded a similar result,
t(13) = -2.58, p < .05. It is worth noting that the average score improvement in the part-time group was
significantly affected by the presence of one outlier who had a score decrease of nearly 200 points (out
of 1,581 possible). In Figure 2, the average score improvement for the part-time blended group is shown
without this outlier. Regardless, the average pre-test and post-test total scores within the part-time
group were associated with a CEFR level of mid-B1 (Threshold/Intermediate).
Figure 2. Mean pre-test and post-test scores by blended learning program.
Bars represent standard errors.
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CONCLUSION
A lot of these employees were long-standing employees who had a lot of knowledge,
but we couldn’t benefit from that because we couldn’t communicate with them very well…
Now, we have the impact of gaining twenty-one global employees who can support
[the department] not only in Japan, but outside of Japan as well.
— Client Program Manager
“
”
This case study demonstrates that an intensive blended program consisting of integrated online
curriculum, personal coaching, in-person instruction, and group work can be highly effective at
producing fast language performance gains. Six participants moved from Beginner to Intermediate in
Business English proficiency in about six months, with an average improvement of 50% on a formal
assessment from the beginning to end of the program. Participants’ progression from a CEFR level
of A2 to B1 in a total of 966 learning hours is on par with the estimate of how long English speakers
would take to make similar improvement in a moderately difficult language at the Defense Language
Institute.14, 15
In real-life terms, by the end of the program, these participants were able to successfully
prepare and deliver a ten-minute presentation on a business topic, in English, to their manager and
colleagues.
For the part-time blended program, we observed that a completely online course of study, requiring
less than five hours per week, also produced significant improvements in Business English. As the
part-time participants started at a higher level of proficiency than the full-time participants, it was
harder for them to make large gains; they also invested 126 hours total compared to 966 hours in
the full-time program. Nevertheless, the average improvement on the Business English assessment
among the fourteen part-time participants was 9 to 12 percent. In this small sample, then, a moderate
investment of time using a completely online solution produced valuable rewards.
The improvements observed in both blended programs are remarkable given that both developing
English proficiency and demonstrating it on a proficiency test are notoriously difficult. Unlike
achievement tests, which measure mastery of explicitly taught material, proficiency tests such as the
one used in this study are (at least theoretically) independent of curriculum. It is common, therefore,
for language learners to show little or negative change on proficiency tests, despite self-reported gains
in language ability.16, 17, 18
Among individuals living in the United States and attending workplace English
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classes, for example, test scores on a common adult ESL assessment typically increase 3 to 7% after an
average of 66 to 100 hours of direct instruction.19, 20
Looking more closely at why the blended programs were effective, a key factor may be high personal
interactivity. In their meta-analysis of 51 empirical journal articles on distance learning, Zhao and
Tan note, “the right mixture of human [interaction] and technology seems most beneficial.”21
In a
subsequent meta-analysis of 74 studies of distance education, Bernard et al. found that interactivity (such
as between students, or between student and teacher) was positively related to both achievement and
attitude towards learning.22
In this study, the student-coach interaction was likely a strong motivating
factor as well as a direct learning stimulus for participants. As each student had his or her own individual
coach, it is possible that even though coaching was technology-mediated, it was experienced as more
intensely interactive than the one-to-many relationship of a teacher and students in a traditional face-
to-face language classroom. In fact, according to the company’s internal program manager, several
participants asked to continue working with their coaches past the official end of the program.
More broadly, this case study provides support for revising how we think of blended learning, and
moving beyond in-person, face-to-face instruction. Adults who need to learn English today want
maximum flexibility and choice with regard to how and when they learn; at the same time, technology
is constantly improving in its capacity to connect human beings, with compelling fidelity to real life.
Eliminating the need for physical travel for both learner and instructor reduces costs, increases time for
learning, and ensures maximum return on investment. In future research, we will continue to investigate
blended programs that combine online self-regulated learning with synchronous, technology-mediated
instruction instead of classroom attendance.
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ABOUT GLOBALENGLISH
GlobalEnglish offers Business English solutions designed to improve
the communication and collaboration that drive high performance in
a global economy. An on-demand suite of Business English solutions
produces immediate productivity and performance gains by blending
the latest technological innovations with research on how adults
effectively develop language proficiency. GlobalEnglish provides
a comprehensive solution: formal and informal Business English
training, instant on-the-job support for business tasks in English,
enterprise collaboration, mobile productivity, adaptive Business English
assessments, and the ability to measure usage and improvement across
the company. GlobalEnglish experts located throughout the world help
companies maximize the value of their investment through custom
analysis and recommendations, coordinated program deployment and
ongoing support in 15 languages. Headquartered in Brisbane, California,
GlobalEnglish has partnered with more than 500 of the world’s leading
corporations and enterprises, including BNP Paribas, Capgemini,
Deloitte, GlaxoSmithKline, Hilton, John Deere, Procter & Gamble
and Unisys.
GlobalEnglish is accredited by the Learning & Performance Institute,
which demonstrates the company’s high standards of service delivery,
its strong commitment to the global community, and its record of
excellence in partnering with organizations that need to advance their
English language proficiency.
GlobalEnglish is owned by Pearson, the world’s leading learning
company. Learn more at www.GlobalEnglish.com.
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ABOUT THE AUTHORS
Dr. Lindsay Oishi is the Product Owner for Efficacy and Progress
at GlobalEnglish. She has a BA from Georgetown University, an MA
from Oxford University, and a PhD in Educational Psychology from
Stanford University. Dr. Oishi has worked on research, assessment
and evaluation in both academic settings, including the Hasso Plattner
Institute of Design and the Stanford University Online High School, and
in business settings, at Hewlett-Packard and Adobe Systems. She has
written about online education and language learning in publications
for various organizations, including the International Association for
K-12 Online Learning, the California Foreign Language Project, and the
American Educational Research Association.
Cheri-Ann Nakamaru is the Senior Product Manager for Learning and
Strategy at GlobalEnglish, managing Blended Learning and Assessments.
She holds a BA in English and Sociology from the University of
Oregon, an MA-TESOL from Seattle University, and the Cambridge
ESOL CELTA certificate. Ms. Nakamaru has over 13 years of teaching
experience with students from all regions, from kindergarten through
adult professionals. She has taught in language schools and colleges in
Japan, Korea, and the United States. She is currently finishing a doctoral
degree in International and Multicultural Education at the University of
San Francisco.
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REFERENCES
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Collier, V. P. (1989). How long? A synthesis of research on academic achievement in a second language. TESOL
Quarterly, 23(3), 509-531.
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Hakuta, K., Butler, Y. G., & Witt, D. (2000). How long does it take English learners to attain proficiency? The
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Strother, J. B. (2002). An assessment of the effectiveness of e-learning in corporate training programs. The
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Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to
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Bonk, C. J., & Graham, C. R. (2006). The handbook of blended learning: Global perspectives, local designs. San
Francisco, CA: Pfeiffer Publishing.
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Kim, K. J., Bonk, C. J., & Teng, Y. T. (2009). The present state and future trends of blended learning in workplace
learning settings across five countries. Asia Pacific Education Review, 10(3), 299-308.
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Estimate of hours based on DLI guidelines of 35 weeks to achieve Level 2 (limited working proficiency)
proficiency in Category II language, with 30 hours per week of direct instruction and practice. Defense Language
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16.
Ekkens, K., & Winke, P. (2009). Evaluating workplace English language programs. Language Assessment Quarterly,
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Quintana Mazzini, S. N. (2013). The development of metacognitive learning strategies during an intensive English
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Luan, Y., & Guo, X. (2011). A study on the application of the immersion teaching model to EFL learners in
institutions of higher learning. English Language Teaching, 4(1), 152.
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Estimate based on observed gains of 4 or 5 points on the CASAS Life & Work Test after 90-100 hours direct
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Quarterly, 6(4), 265-287.
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Estimate based on 6-7% improvement in “exceptional workplace education programs” for intermediate ESL
learners after an average of 66 hours of instruction. Office of Vocational and Adult Education. (2005). Workplace
education program profiles in adult education. Washington, DC: Office of Vocational and Adult Education/ Institute
for Work and the Economy, DTI Associates, Inc.
21.
Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, S. (2005). What makes the difference? A practical analysis of research on
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