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BLINGUA. A Blended Language Learning Approach for CALL

机译：BLINGUA。 CALL的混合语言学习方法

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摘要

In this article we report on the first phase of a project designed to tackle the concepts of teaching and learning in a multimedia environment. The BLINGUA pilot project is exploring a pedagogical approach to delivering differentiated language learning and area studies skills. The first phase, which ran in Semester 1 (2004-2005), was delivered to a cohort of first year undergraduates of French at the University of Ulster. This paper presents the theoretical foundation to our approach and its application to a CALL environment as well as laying the foundations for an evaluation of the project using the principles of effectiveness research. Further papers will present the qualitative and quantitative findings in greater detail, drawing from data gleaned over two years. The authors designed and implemented this new approach with a view to developing student autonomy in the use of the multimedia environment and the practice of the 4 main language skills along with grammar based activities. We also explored the possibilities of delivering aspects of an area studies module by this means. The evaluation was based on a quasi-experimental study of the BLINGUA approach. The context was a treatment group whose blended learning experience was delivered according to differentiated learning styles, and a comparison group who were taught without knowledge of their learning style. Initial findings show that students respond well to the blended learning environment and especially one where this learning is delivered in the context of learning style differentiation.
机译：在本文中，我们报告了旨在解决多媒体环境中的教学概念的项目的第一阶段。 BLINGUA试点项目正在探索一种教学方法，以提供差异化​​的语言学习和区域研究技能。第一阶段于2004年至2005年第一学期进行，已交付给阿尔斯特大学法语系一年级学生。本文为我们的方法及其在CALL环境中的应用提供了理论基础，并为基于有效性研究原则的项目评估奠定了基础。进一步的论文将根据两年来收集的数据，更详细地介绍定性和定量结果。作者设计并实施了这种新方法，以期在多媒体环境的使用和4种主要语言技能以及基于语法的活动的实践中发展学生的自主权。我们还探讨了通过这种方式提供区域研究模块各个方面的可能性。该评估基于对BLINGUA方法的半实验研究。上下文是一个治疗小组，根据不同的学习风格提供了混合的学习经验，而一个比较组则在不了解其学习风格的情况下进行了培训。初步发现表明，学生对混合学习环境反应良好，尤其是在学习风格差异化的背景下进行这种学习的环境。

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