Schedule: 2009-09-11 (15:00 - 15:45)
Parallel Session 4 (Room A-19)

Title: Dealing with large numbers of students: tasks in a blended learning environment
Authors: Marie-Françoise Narcy-Combes
Abstract: This presentation will describe and analyse an ongoing action-research project in a three-year course in Business English for undergraduate university students preparing a degree in Languages and International Trade (1,100 students in groups of 45 to 60). The project involves a team of four researchers and four research students. Although many other university departments have similar problems, ESP research is never directly transferable without taking into account the local institutional and socioeconomic parameters that are related to the students’ personal objectives for taking a course. In this case, combining a task-based approach with distance learning through a learning platform (Moodle) and tutorials was worked out as a specific solution to cope with large groups of – often – de-motivated students who choose this course as a last resort. The hypothesis are that 1/ providing real-life tasks which are directly linked to the students’ career prospects will trigger their motivation and involvement and that 2/ face to face tutorials in smaller groups will enable personalised feedback and support.
Teaching experience and research in the field justified the choice of action-research to monitor the innovation. The system was implemented after a careful analysis of the teaching context and of learner profiles, a referenced study of the potential course contents and objectives, as well as of task-based instruction and blended language learning systems. To some extent, this reflection also made it possible to bridge the gap between what theory tells us about language learning and the beliefs of language teachers and learners. This was meant to improve the efficiency of the proposed learning sytem as well as the attractiveness and reliability of the course.
The presentation will examine how task-based teaching and learning fit into the system and will focus on the impact of using a learning platform on task conception and organization, learner motivation and teacher involvement. Results concerning the evaluation of the system – user satisfaction, language assessment, efficiency and reliability through questionnaires, interviews, pre and post tests, drop out rates etc. – will be presented and proposed for discussion.
References:
Dörnyei, Z. (2007) Research Methods in Applied Linguistics, Oxford, OUP
Ellis, R. (2003) Task-based Language Learning and Teaching, Oxford: OUP.
Lamy, M-N. & Hampel R.2007. Online Communication in Language Learning and Teaching. New-York & Hampshire: Palgrave Macmillan
White, Cynthia (2003) Language Learning in Distance Education Cambridge, CUP.
Willis Dave & Willis Jane (2007): Doing Task-based Teaching Oxford, OUP
Keywords: Blended learning, task-based approach, context, innovation, English for Business

Main topic: Pedagogical change in technology integration

Biodata: Marie-Françoise Narcy-Combes is a full professor at the University of Nantes where her main teaching fields include business English as well as language teacher training. Her research focuses on Applied Linguistics and Language Teaching Methodology involving task-based approaches and the integration of ICT.
Type of presentation Paper presentation

Paper category Reflective Practice

Target educational sector Higher education

Language of delivery English

EU-funded project No

Schedule:	2009-09-11 (15:00 - 15:45) Parallel Session 4 (Room A-19)
Title:	Dealing with large numbers of students: tasks in a blended learning environment
Authors:	Marie-Françoise Narcy-Combes
Abstract:	This presentation will describe and analyse an ongoing action-research project in a three-year course in Business English for undergraduate university students preparing a degree in Languages and International Trade (1,100 students in groups of 45 to 60). The project involves a team of four researchers and four research students. Although many other university departments have similar problems, ESP research is never directly transferable without taking into account the local institutional and socioeconomic parameters that are related to the students’ personal objectives for taking a course. In this case, combining a task-based approach with distance learning through a learning platform (Moodle) and tutorials was worked out as a specific solution to cope with large groups of – often – de-motivated students who choose this course as a last resort. The hypothesis are that 1/ providing real-life tasks which are directly linked to the students’ career prospects will trigger their motivation and involvement and that 2/ face to face tutorials in smaller groups will enable personalised feedback and support. Teaching experience and research in the field justified the choice of action-research to monitor the innovation. The system was implemented after a careful analysis of the teaching context and of learner profiles, a referenced study of the potential course contents and objectives, as well as of task-based instruction and blended language learning systems. To some extent, this reflection also made it possible to bridge the gap between what theory tells us about language learning and the beliefs of language teachers and learners. This was meant to improve the efficiency of the proposed learning sytem as well as the attractiveness and reliability of the course. The presentation will examine how task-based teaching and learning fit into the system and will focus on the impact of using a learning platform on task conception and organization, learner motivation and teacher involvement. Results concerning the evaluation of the system – user satisfaction, language assessment, efficiency and reliability through questionnaires, interviews, pre and post tests, drop out rates etc. – will be presented and proposed for discussion. References: Dörnyei, Z. (2007) Research Methods in Applied Linguistics, Oxford, OUP Ellis, R. (2003) Task-based Language Learning and Teaching, Oxford: OUP. Lamy, M-N. & Hampel R.2007. Online Communication in Language Learning and Teaching. New-York & Hampshire: Palgrave Macmillan White, Cynthia (2003) Language Learning in Distance Education Cambridge, CUP. Willis Dave & Willis Jane (2007): Doing Task-based Teaching Oxford, OUP
Keywords:	Blended learning, task-based approach, context, innovation, English for Business
Main topic:	Pedagogical change in technology integration
Biodata:	Marie-Françoise Narcy-Combes is a full professor at the University of Nantes where her main teaching fields include business English as well as language teacher training. Her research focuses on Applied Linguistics and Language Teaching Methodology involving task-based approaches and the integration of ICT.
Type of presentation	Paper presentation
Paper category	Reflective Practice
Target educational sector	Higher education
Language of delivery	English
EU-funded project	No