LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:9 September 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Blended Course Development for EFL Learners’
Oral Expression Ability Improvement

Han Cui, Ph.D. and Yu Wang, Ph.D.

Abstract

The study is aimed at developing a blended course English Oral Expression and Communication, under the guidance of interaction hypothesis, to enhance EFL college students’ oral expression ability. Five steps of the blended course development have been elaborated, including 1) define course goals and set principles, 2) prepare teaching materials and design learning activities, 3) choose blended tools, 4) plan course schedule and structure, and 5) design outcome assessment methods, which could provide references for blended course development.

Keywords: blended course, course development, oral expression ability, EFL

Introduction

In an evolving and vibrant digital environment, blended learning, which is considered to be a teaching environment that consciously combines the best features of face-to-face and online learning place, has become a promising way to promote engaging, interactive learning experiences. Blended learning approach, which has been studied and believed by many scholars (Aycicek & Yelken, 2018; Challob, Bakar, & Latif, 2016; Lee & Wallace, 2018; Simpson, 2016; Sun & Qiu,2017) to be a promising way to promote second language learning and advocated and promoted vigorously by the Ministry of Education in China.

The input and output of language and its relationship have always been the core issues in the study of second language acquisition. The output hypothesis proposed by Swain (1985, 1993, 2008) makes the comprehensible output an important condition for second language acquisition, which believes that language use helps the learner to test the syntactic structure and vocabulary use of the target language and promote the automation of language use. From a sociocultural theory of second language learning, language is a product of interaction and is based on the social context in which it is used. Therefore spending more time on language production and producing more complex language is a key factor for students to improve their language proficiency.

Therefore, the purpose of this study was to develop a blended course English Oral Expression and Communication, under the guidance of interaction hypothesis, to enhance EFL college students’ oral expression ability.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Han Cui, Ph.D.
Associate Professor, School of Foreign Languages
Shenyang University of Chemical Technology, Liaoning, China
cuihan@syuct.edu.cn

Yu Wang, Ph.D. Lecturer, School of Foreign Languages
Anhui Polytechnic University, Anhui, China
1771732624@qq.com
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