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5 - Blended Learning

from Part II - Environments

Published online by Cambridge University Press:  15 June 2025

By
Paul Gruba
Edited by
Glenn Stockwell and
Yijen Wang
Glenn Stockwell
Affiliation:
The Education University of Hong Kong
Yijen Wang
Affiliation:
Waseda University, Japan
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Summary

Blended, or hybrid, approaches to language learning continue to gain prominence. Resonant with established definitions of CALL, such approaches seek to promote ecological perspectives and embrace the ubiquity of technology. Questions of effectiveness and the justification of resources may result in a greater need for argument-based evaluation. Future research in blended language learning must take into account concepts inherent in multimodality, social semiotics, and computer mediated communication. Rather than revisit blended learning, however, porosity of environments may forge new metaphors of understanding and research.

Keywords

blendedhybridargumentsclaimsmultimodalityevaluation

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Chapter
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The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 75 - 89
Publisher: Cambridge University Press
Print publication year: 2025

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References

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Further Reading

Grounded in arguments first created for language assessment purposes, Gleason turns a critical eye on the fundamentals needed to construct a solid frame of blended course design. Such arguments, made with colleagues, help ensure that efforts to foster blended approaches are situated in both theory and evidence.

An early adopter of blended approaches, Hinkelman provides clear insights into technology integration through a solid conceptual framework, action research, fresh lesson plans, and a curriculum that stimulates student engagement.

The award-winning book of Mizza and Rubio provides a comprehensive introduction to blended learning for language instructors. Each chapter mixes references with sound advice and presents accessible pathways to successful technology integration.

This book provides a concise introduction to the long-term, or sustained, integration of technology in the form of a device, learning management system, or application. The ethnographic study points to challenges of instructor uptake and acceptability of technology integration. Notably, the book advocates an increased emphasis on program management in leading change, constructing professional development opportunities, and adopting a mindset of evaluative thinking.

Gleason, J. (2013). An interpretive argument for blended course design. Foreign Language Annals, 46(4), 588–609.CrossRefGoogle Scholar
Hinkelman, D. (2018). Blending technologies in second language classrooms. Palgrave Macmillan.CrossRefGoogle Scholar
Mizza, D., & Rubio, F. (2020). Creating effective blended language learning courses: A research-based guide from planning to evaluation. Cambridge University Press.CrossRefGoogle Scholar
Palikat, C. N., & Gruba, P. (2022). Sustainability of blended language learning programs: Technology integration in English for Academic Purposes. Routledge.Google Scholar

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  • Blended Learning
  • Edited by Glenn Stockwell, The Education University of Hong Kong, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.007
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  • Blended Learning
  • Edited by Glenn Stockwell, The Education University of Hong Kong, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.007
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Blended Learning
  • Edited by Glenn Stockwell, The Education University of Hong Kong, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.007
Available formats
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