Developing Adult Learners’ Language Competence in Culture-Based Blended-Learning Course

Boelens, Ruth–Bram De Wever–Michiel Voet. 2017. Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review 22: 1–22. http://dx.doi.org/10.1016/j.edurev.2017.06.001.10.1016/j.edurev.2017.06.001 Search in Google Scholar

Boelens, Ruth–Michiel Voet–Bram De Wever. 2018. The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers and Education 120: 197–212. https://doi.org/10.1016/j.compedu.2018.02.009.10.1016/j.compedu.2018.02.009 Search in Google Scholar

Bruggeman, Bram–Jo Tondeur–Katrien Struyven–Bram Pynoo–Anja Garone–Silke Vanslambrouck. 2021. Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education 48: 1–11. https://doi.org/10.1016/j.iheduc.2020.100772.10.1016/j.iheduc.2020.100772 Search in Google Scholar

Bueno-Alastuey, Maria Camino–Maria Victoria López-Pérez. 2014. Evaluation of a blended learning language course: Students’ perceptions of appropriateness for the development of skills and language areas. Computer Assisted Language Learning 27(6): 509–527. https://doi.org/10.1080/09588221.2013.770037.10.1080/09588221.2013.770037 Search in Google Scholar

Buran, Anna–Arina Evseeva. 2015. Prospects of blended learning implementation at Technical University. Procedia – Social and Behavioral Sciences 206: 177–182. DOI: 10.1016/j.sbspro.2015.10.049.10.1016/j.sbspro.2015.10.049 Search in Google Scholar

Castaño Muñoz, Jonatan–Christine Redecker–Riina Vuorikari–Yves Punie. 2013. Open Education 2030: Planning the future of adult learning in Europe. Open Learning: The Journal of Open, Distance and e-Learning 28(3): 171–186. https://doi.org/10.1080/02680513.2013.871199.10.1080/02680513.2013.871199 Search in Google Scholar

Chvala, Lynell. 2020. Teacher ideologies of English in 21^st century Norway and new directions for locally tailored ELT. System 94: 1–11. https://doi.org/10.1016/j.system.2020.102327.10.1016/j.system.2020.102327 Search in Google Scholar

Clark, Ruth Colvin. 2020. Four architectures of instruction. Performance Improvement 39(10): 31–38. DOI: 10.1002/PFI.4140391011.10.1002/pfi.4140391011 Search in Google Scholar

Cocquyt, Céline–Chang Zhu–Anh Nguyet Diep–Maurice De Greef–Tom Vanwing. 2019. Examining the role of learning support in blended learning for adults’ social inclusion and social capital. Computers and Education 142: 1–19. https://doi.org/10.1016/j.compedu.2019.103610.10.1016/j.compedu.2019.103610 Search in Google Scholar

Erben, Tony–Ruth Ban–Martha Castañeda. 2009. Teaching English Language Learners through Technology. New York: Routledge.10.4324/9780203894422 Search in Google Scholar

Fandiño, Fredy Geovanni Escobar–Angela Juliette Silva Velandia. 2020. How an online tutor motivates e-learning English. Heliyon 6: 1–7. https://doi.org/10.1016/j.heliyon.2020.e04630.10.1016/j.heliyon.2020.e04630 Search in Google Scholar

Hampel, Regine. 2006. Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL 18(1): 105–121. DOI: 10.1017/S0958344006000711.10.1017/S0958344006000711 Search in Google Scholar

Jia, Jiyou–Yuhao Chen–Zhuhui Ding–Meixian Ruan. 2012. Effects of a vocabulary acquisition and assessment system on students’ performance in a blended learning class for English subject. Computers and Education 58: 63–76. DOI: 10.1016/j.compedu.2011.08.002.10.1016/j.compedu.2011.08.002 Search in Google Scholar

Kaya, Haldun. 2015. Blending technology with constructivism: Implications for an ELT classroom. Teaching English with Technology 15(1): 3–13. Search in Google Scholar

Klimova, Blanka Frydrychova–Jaroslav Kacetl. 2015. Hybrid learning and its current role in the teaching of foreign languages. Procedia – Social and Behavioral Sciences 182: 477–481. DOI: 10.1016/j.sbspro.2015.04.830.10.1016/j.sbspro.2015.04.830 Search in Google Scholar

Krajcso, Zita–Ulrike Frimmel. 2017. Retrieving online language learning resources: Classification and quality. Universal Journal of Educational Research 5(1): 11–22. DOI: 10.13189/ujer.2017.050102.10.13189/ujer.2017.050102 Search in Google Scholar

Lackman, Ken. 2010. Teaching Speaking Sub-Skills: Activities for Improving Speaking. Ken Lackman and Associates. http://www.kenlackman.com/files/speakingsubskillshandout13poland_2_.pdf (Last accessed: 21 March 2021). Search in Google Scholar

Lai, Chun–Li. Guofang 2011. Technology and task-based language teaching: A critical review. CALICO Journal 28(2): 498–521.10.11139/cj.28.2.498-521 Search in Google Scholar

Li, Jie. 2020. Development and validation of second language online reading strategies inventory. Computers and Education 145: 1–13. https://doi.org/10.1016/j.compedu.2019.103733.10.1016/j.compedu.2019.103733 Search in Google Scholar

Lu, Fang-Chen–Ben Chang. 2016. Role-play game-enhanced English for a specific-purpose vocabulary-acquisition framework. Educational Technology & Society 19(2): 367–377. https://www.jstor.org/stable/jeductechsoci.19.2.367 (Last accessed: 21 March 2021). Search in Google Scholar

Luka, Ineta (ed.). 2018. B1/B2 English Language Course Curriculum. http://e-culture.eu/wp-content/uploads/2020/03/B1_B2_English_curriculum.pdf (Last accessed: 27 March 2021). Search in Google Scholar

Luka, Ineta (ed.). 2019. Design thinking in pedagogy: Frameworks and uses. European Journal of Education 54(4): 499–512. https://doi.org/10.1111/ejed.12367.10.1111/ejed.12367 Search in Google Scholar

Lungu, Iuliana. 2013. The increasing need for blended-learning models in courses of English for specific courses in Romanian Universities. Procedia – Social and Behavioral Sciences 76: 470–475. DOI: 10.1016/j.sbspro.2013.04.148.10.1016/j.sbspro.2013.04.148 Search in Google Scholar

MacIntyre, Peter–Tammy Gregersen–Sarah Mercer. 2020. Language teachers’ coping strategies during the COVID-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System 94: 1–3. https://doi.org/10.1016/j.system.2020.102352.10.1016/j.system.2020.102352 Search in Google Scholar

Masuram, Jyothi–Pushpa Nagini Sripada. 2020. Developing speaking skills through task-based materials. Procedia Computer Science 172: 60–65. DOI: 10.1016/j.procs.2020.05.009.10.1016/j.procs.2020.05.009 Search in Google Scholar

Matukhin, Dmitry–Elena Zhitkova. 2015. Implementing blended learning technology in higher professional education. Procedia – Social and Behavioral Sciences 206: 183–188. DOI: 10.1016/j.sbspro.2015.10.051.10.1016/j.sbspro.2015.10.051 Search in Google Scholar

Maulan, Sumarni Maulan–Ibrahim Raihan. 2012. The teaching and learning of English for academic purposes in blended learning. Procedia – Social and Behavioral Sciences 67: 561–570. DOI: 10.1016/j.sbspro.2012.11.361.10.1016/j.sbspro.2012.11.361 Search in Google Scholar

McNaught, Carmel–Paul Lam–Kin Fai Cheng. 2012. Investigating relationships between features of learning designs and student learning outcomes. Educational Technology Research and Development 60(2): 271–286. DOI: 10.1007/s11423-011-9226-1.10.1007/s11423-011-9226-1 Search in Google Scholar

Meskill, Carla–Natasha Anthony. 2015. Teaching Languages Online. Bristol, Buffalo, Toronto: Multilingual Matters.10.21832/9781783093786 Search in Google Scholar

Miyazoe, Terumi–Terry Anderson. 2012. Discuss, reflect, and collaborate: A qualitative analysis of forum, blog, and wiki use in EFL blended learning course. Procedia – Social and Behavioral Sciences 34: 146–152. DOI: 10.1016/j. sbspro.2012.02.030.10.1016/j.sbspro.2012.02.030 Search in Google Scholar

Moser, Kelly M.–Tianlan Wei–Devon Brenner. 2021. Remote teaching during COVID-19: Implications from a national survey of language educators. System 97: 1–15. https://doi.org/10.1016/j.system.2020.102431.10.1016/j.system.2020.102431 Search in Google Scholar

Nagy, Imola Katalin. 2019. In between language teaching methods: Do we need (to know about) methods at all? Acta Universitatis Sapientiae, Philologica 11(3): 119–139. DOI: 10.2478/ausp-2019-0030.10.2478/ausp-2019-0030 Search in Google Scholar

O’Hanlon, Fiona. 2019. Mixed-methods research: Achieving a robust design. In Lorna Hamilton–John Ravenscroft (eds), Building Research Design in Education, 107–131. London: Bloomsbury Academy.10.5040/9781350019539.ch-007 Search in Google Scholar

Ou Yang, Fang-Chuan–Vivian Wu Wen-Chi. 2015. Using mixed-modality learning strategies via e-learning for second language vocabulary acquisition. Educational Technology and Society 18(3): 309–322. https://www.jstor.org/stable/jeductechsoci.18.3.309?seq=1#metadata_info_tab_contents (Last accessed: 21 March 2021). Search in Google Scholar

Rasheed, Abubakar Rasheed–Amirrudin Kamsin–Abdullah Nor Aniza. 2020. Challenges in the online component of blended learning: A systematic review. Computers and Education 144: 1–17. https://doi.org/10.1016/j.compedu.2019.103701.10.1016/j.compedu.2019.103701 Search in Google Scholar

Saeed, Nauman–Yun Yang–Suku Sinnappan. 2009. Emerging web technologies in higher education: A case of incorporating blogs, podcasts and social bookmarks in a web programming course based on students’ learning style as and technology preferences. Educational Technology and Society 12(4): 98–1094. Search in Google Scholar

Samuda, Virginia–Martin Bygate. 2008. Tasks in Second Language Learning. New York: Palgrave Macmillan.10.1057/9780230596429 Search in Google Scholar

Sántha-Malomsoki, Ágnes–Kálmán Sántha. 2019. Students’ beliefs on classroom didactics of second language teaching in the 21^st century. Acta Universitatis Sapientiae, Philologica 11(2): 85–101. DOI: 10.2478/ausp-2019-0014.10.2478/ausp-2019-0014 Search in Google Scholar

Schmitt, Norbert. 2000. Vocabulary in Language Teaching. Cambridge: Cambridge University Press. Search in Google Scholar

Shishkovskaya, Julia–Dina Bakalo–Artem Grigoryev. 2015. EFL teaching in the e-learning environment: Updated principles and methods. Procedia – Social and Behavioral Sciences 205: 199–204. DOI: 10.1016/j.sbspro.2015.10.007.10.1016/j.sbspro.2015.10.007 Search in Google Scholar

Yalçinkaya, Deniz. 2015. Why is blended learning for vocationally oriented language teaching? Procedia – Social and Behavioral Sciences 174: 1061–1068. DOI: 10.1016/j.sbspro.2015.01.795.10.1016/j.sbspro.2015.01.795 Search in Google Scholar

Yip, Florence W. M.–Alvin C. M. Kwan. 2006. Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International 43(3): 233–249. https://doi.org/10.1080/09523980600641445.10.1080/09523980600641445 Search in Google Scholar