A STUDY ON THE APPLICATION OF BLENDED LEARNING TO IMPROVE STUDENTS’ IELTS SPEAKING SKILLS AT AN ENGLISH CENTER IN HA NOI

MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY

NGUYEN THI GIANG

A STUDY ON THE APPLICATION OF BLENDED
LEARNING TO IMPROVE STUDENTS’ IELTS SPEAKING
SKILLS AT AN ENGLISH CENTER IN HA NOI
Major: English Teaching Methodology
Code: 60.14.01.11

MASTER’S THESIS IN EDUCATION

Supervisor:

Dr. Huynh Anh Tuan


NGHE AN, 2017


i
ABSTRACT
This study aims at investigating the effects of using blended learning on
students’ IELTS speaking skills at an English center in Hanoi. The study
adopted action research approach with 4 data collection instruments:
questionnaires, interviews, classroom observations and tests. The participants
were 30 students in one class and 10 English teachers from the English
center. The results reveal that using blended learning has certain positive
effects on student’ IELTS speaking skills.
However, there are some limitations and recommendations teachers

need to take into consideration when implementing the applications of
blended learning, which are also presented in the study.
It is hoped that this thesis will be useful for both teachers and students
of English centers in Hanoi in their teaching and learning of IELTS’ speaking
skills.


ii
ACKNOWLEDGEMENTS
The thesis could not have completed without the encouragements and
helps from my teachers, my beloved family and my friends.
First of all, I would like to express my deepest and most special
gratitude to my supervisor, Dr. Huỳnh Anh Tuấn whose useful ideas,
instruction and advice, critical feedbacks for the thesis and encouragement
have helped me a great deal from the beginning to the end of the thesis
writing process.
I would also like to acknowledge my gratitude to all the students and
teachers of the English Centre in Ha Noi for giving me a chance to carry out
the research.
Last but not least, no words and adequately express my gratitude
towards my beloved family, my friends who have always inspired and
encouraged me to complete this thesis.
Vinh, 2017

Nguyen Thi Giang


iii
TABLE OF CONTENTS
ABSTRACT......................................................................................................i

ACKNOWLEDGEMENTS............................................................................ii
LIST OF TABLES..........................................................................................vi
CHAPTER 1: INTRODUCTION..................................................................1
1.1. Rationale...................................................................................................1
1.2. Aims of the study.....................................................................................2
1.3. Scope of the study....................................................................................3
1.4. Research questions..................................................................................3
1.5. Methods of the study...............................................................................3
1.6. Design of the study..................................................................................4
CHAPTER 2: LITERATURE REVIEW......................................................6
2.1. An overview of the blended learning......................................................6
2.1.1. The definition of Blended learning......................................................6
2.1.2. Models of Blended learning..................................................................8
2.1.3. Advantages and limitations of Blended learning..............................11
2.2. An overview of IELTS speaking............................................................13
2.2.1. Definition of speaking skills................................................................13
2.2.2. Problems of students in IELTS’ speaking skills................................14
2.2.3. Teacher and students’ interaction in using Blended Learning in
IELTS’ speaking class...................................................................................16
2.3. Relationship between Blended leaning and IELTS speaking.............17
2.3.1. Using of Blended Learning in speaking class....................................17
2.3.2 Some common applications of Blended Learning in speaking class18
2.5. Definition of Action research.................................................................22
2.5. Previous related studies.........................................................................24
2.6. Summary.................................................................................................25


iv
CHAPTER 3: RESEARCH METHODOLOGY........................................27
3.1. Research questions.................................................................................27

3.2. Research Approach................................................................................27
3.2.1. Action research....................................................................................27
3.2.2. The syllabus..........................................................................................30
3.3. Research Methods..................................................................................31
3.3.1. Research setting...................................................................................31
3.3.2. Participants..........................................................................................31
3.3.3. Data collection.....................................................................................31
3.3.4. Procedure.............................................................................................33
CHAPTER 4: DATA ANALYSIS AND DISCUSSION..............................35
4.1. Preliminary results and data analysis..................................................35
4.1.1. What technique of blended learning can be used in IELTS
speaking classes at the English center?.....................................................35
4.1.2. The extent to which the use of blended learning improves learners
speaking in IELTS exams.............................................................................37
4.1.3. The students’ attitudes toward the use the blended learning in
IELTS speaking class....................................................................................38
4.1.4. The reasons why students like using the applications of blended
learning to improve IELTS’ speaking skills as reported from the
interview:........................................................................................................40
4.1.5. Students’ attitudes toward using the blended learning in IELTS
speaking class in the observations................................................................41
4.2. Research question revisited...................................................................42
4.2.1. Research question 1.............................................................................42
4.2.2. Research question 2.............................................................................44
4.2.3. Research question 3.............................................................................45
4.3. Summary of the findings........................................................................45


v
4.4. Limitations of the study.........................................................................46

4.5. Suggestions for further study...............................................................46
REFERENCES................................................................................................49


vi
LIST OF TABLES
Table 4.1.1 The importance of the blended learning in teaching speaking
skills.............................................................................................................33
Table 4.1.1.2 The technique of blended learning having been used in IELTS’
speaking class...............................................................................................34
Table 4.1.2: Results of pre-test and post-test...............................................35
Table 4.1.3: Student’ opinions of the use of blended learning in IELTS’
speaking class...............................................................................................36
Table 4.1.4: Students like using the applications of the blended learning to
improve IELTS’ speaking skills...................................................................38
Table 4.1.5: students’ attitudes toward using blended learning in IELTS’
speaking skills in the observation................................................................39


1
CHAPTER 1: INTRODUCTION
1.1. Rationale
Nowadays, foreign language is very necessary for everybody. It is a
means of communication and information exchange. In recent years,
English learning has once again grown into a movement in our country,
Vietnam, where the economy is developing in a high speed with the opendoor policies towards English- speaking countries. Thus, English brings
people on earth close together.
In most schools, English has been considered to be one of the most
necessary subjects for students in Vietnam. Currently, more and more
English Centers have been opened in our country. The teaching result is

shown via students’ ability of using English. Therefore, how to teach
English to get the best result is a key problem to any teacher. English is
taught for four skills, namely listening, reading, speaking and writing.
Among these four skills, speaking is one of the most important skills.
Speaking is the most difficult skill to build in the classroom, whereas, as
what Thornbury (2005: p1) says that speaking is so much a part of daily
life that we take it for granted. Speaking is very important, since it is the
most used skill when someone wants to convey messages and exchange
information Learners often evaluate their success in learning of English on
the basis how they are good at speaking.
Richards (2008: p19) concerns that the mastery of speaking skills in
English is a priority for many second-language or foreign-language
learners. Consequently, learners often evaluate their success in language
learning as well as the effectiveness of their English course on the basis of
how much they feel they have improved in their spoken language
proficiency.
Currently, IELTS (International English Language Testing System) is
considered as the most international English exams not only in the world


2
but also in Vietnam. IELTS has become an exam for students who wish to
study abroad. Moreover, IELTS has been included as criteria for evaluating
English proficiency of students and teachers. Vietnamese learners are often
worried

about

making

mistakes,

the

shortage

of

vocabulary,

mispronouncing a lot of sounds and the lack of practice time. As a result,
students do not feel confident when taking IELTS speaking exams. So how
to improve IELTS speaking skills for students becomes my biggest
consideration. It is necessary for teachers to find out a method as to know
some ways to IELTS speaking properly and effectively. For my point,
teaching speaking can be supported by traditional classrooms as face to
face teaching where students are capable of communication together and
practice speaking under the guidance and instructions by teacher and elearning or take part in online to do tasks at home or any places. Moreover,
I would like to find a new method help students in Viet Nam to improve
IELTS speaking skills.
For the above reasons, I have decided to choose: “A study
application of blended learning to improve students’ IELTS speaking skills
at an English center in Ha Noi” to be the theme of the thesis.
1.2. Aims of the study
The study reported in this thesis aims to:
 Identify the applications of blended learning that could be used in
classes to improve students’ IELTS speaking skills.
 Find out the effects of using blended learning on students’ IELTS
speaking skills
 Find out the students’ attitudes toward the use of blended learning

to improve their IELTS speaking skills.
1.3. Scope of the study
In this study, I only focus on finding and analyzing all common
applications of blended learning to improve students’ IELTS speaking skills
at an English center in Ha Noi


3
1.4. Research questions
The three research questions are addressed as follows:
1. What technique of blended learning can be used in IELTS
speaking classes at the English center?
2. To what extent does the use of blended learning improve learners
speaking in IELTS exams?
3. What are the students’ attitudes toward the use the blended
learning in IELTS speaking class?
1.5. Methods of the study
In order to meet the above-mentioned aims of the study, action
research approach has been adopted with the following data collection
methods used: observation, interview, test, and questionnaire.
Because the research is to identify the applications of blended
learning that could be used in classes to improve students’ IELTS speaking
skills and to investigate the effects of using blended learning on students’
IELTS speaking skills, action research is adopted to achieve its aim.
Questionnaires, interviews, observations, and tests are used. Two sets of
questionnaires, one for the teachers and the other for the students were
designed. The questionnaire for the teachers was to identify the
applications of blended learning that could be used for the project. The
questionnaire for the students was to gather information concerning the t
student’ attitudes toward the use of blended learning to improve their

IELTS speaking skills. Two tests (pre-test and post-test) were administered
to assess students’ progress after the intervention stage. The interview
questions and the observations were to search for students’ opinions of the
blended learning applications used in the intervention.
1.6. Design of the study
The study is structured into five chapters, which are organized as
follows:
Chapter 1: Introduction


4
In the introduction part, the rationale of the study is presented. The
aims, scope and method of the study are then indentified. The design of the
study is also provided.
Chapter 2: Literature review
This chapter provides the theoretical background of the study and
provides an in-depth review of the relevant literature related to the issue
under investigation. Specially, a review of Blended learning will provides
the theoretical framework for identification of the methods for IELTS
speaking skills.
Chapter 3: Research Methodology
The chapter will present the methodology adopted to collect date for
the research. It includes the information of research setting, participants
and data collection techniques. Besides, this chapter will also present and
discuss the results and findings of the study
Chapter 4: Data Analysis and Discussions
This chapter will summarize some major findings, suggest some
types of exercise and give some implications for teaching and learning
English with IELTS’ speaking skills.
Chapter 5: Conclusion

This is final part of the thesis. This part is a brief summary of what
has been presented in the thesis and it also includes some suggestions
related to apply blended learning to improve IELTS speaking skills for
further research.
This part is accompanied by list of References and Appendixes.


5
CHAPTER 2: LITERATURE REVIEW
2.1. An overview of the blended learning
2.1.1. The definition of Blended learning
Nowadays, Blended learning is considered a new method for learning
and

teaching

English

speaking

skills.

According

to

website:

learning is defined as below image:

According to Clark (2004, p.4), blended learning is the use of two or
more distinct methods of training. This may include combinations such as:
blending classroom instruction with online instruction, blending online
instruction with access to a coach or faculty member, blending simulations
with structured courses, blending on-the-job training with brownbag informal
sessions, blending managerial coaching with e-learning activities. Blended


6
learning is not the same as technology-rich instruction. It goes beyond one-toone computers and high-tech gadgets. Blended learning involves leveraging
the Internet to afford each student a more personalized learning experience,
including increased student control over the time, place, path, and/or pace of
learning. The definition of blended learning is a formal education program in
which a student learns: at least in part through online learning, with some
element of student control over time, place, path, and/or pace. At least in part
in a supervised brick-and-mortar location away from home and the modalities
along each student’s learning path within a course or subject are connected to
provide an integrated learning experience.
Charles Graham (2006, p.5), blended learning defined such systems as
ones “that combine face-to-face instruction with computer mediated
instruction”. The blended learning is the combination of instruction from two
historically separate models of teaching and learning: traditional learning
systems and distributed learning systems. It also emphasizes the central role
of computer-based technologies in blended learning.
Norm Friesen (2011, p.1), “Blended learning” designates the range of
possibilities presented by combining Internet and digital media with
established classroom forms that require the physical co-presence of teacher
and students”.
On the other hand, Blended learning is one of the best methods English
teaching and learning. Blended learning is combining traditional learning with

modern learning methods to help learners learn quickly and effectively
without boring. Students are not only learn face to face with teachers but also
online learning at home or any places as below image from website:
/>

7

2.1.2. Models of Blended learning
According to Stalker and Horn (2012: pp.8-15), blended learning
includes for five models. They are the followings:
1. “The rotation model, in which online engagement is combined or
rather, embedded, within a range of face-to-face forms of instruction in a
cyclical manner”. In this form of blended learning, students rotate between
different stations on a fixed schedule – either working online or spending
face-to-face time with the teacher. The rotational model is more widely
used in elementary schools – 80 percent of elementary schools in
California that use blended learning follow the rotational model – because
many are already set up to have students rotate between stations. In a case
study of IDEA Public Schools in Texas published by DreamBox Learning,


8
the rotational model of blended learning was determined to be an effective
means of increasing the achievement of students in this Title 1 School.
IDEA students rotated between learning labs, where they used intelligent
adaptive learning software to learn math concepts, and a traditional
classroom. The result? Students became more active learners and often
challenged themselves to work harder and learn material that had not yet
been introduced in their math classroom.
2. “The flex model, in which multiple students are engaged primarily

online, but under the supervision of a teacher who is physically present;”
Schools who are supporting a large number of non-traditional or at-risk
students often choose the flex model of blended learning. With this
approach, material is primarily delivered online. Although teachers are in
the room to provide on-site support as needed, learning is primarily selfguided, as students independently learn and practice new concepts in a
digital environment. The flex model is an approach used by the
AdvancePath Academy, a blended learning school, which works with
school district partners to address the needs of students with behavioral,
academic and/or socio-economic challenges. Students spend most of their
time in a computer lab learning online. However, certified teachers are also
on-site to work with students on reading and writing, lead small-group
work,

and

provide

help

as

needed. More

than

90

percent

of

students enrolled at AdvancePath either graduate from high school, transfer
to other schools to complete their studies, or are on track for graduation.
These are promising results, considering that only three out of 10 students
who drop out of high school manage to earn a degree by age 25
3. “The self-blending model, in which students choose different
courses to take independently, but do so in a setting where a supervising


9
teacher and other students are co-present”. Popular in high schools, the
self-blend model of blended learning gives students the opportunity to take
classes beyond what is already offered at their school. While these
individuals will attend a traditional school environment, they also opt to
supplement their learning through online courses offered remotely. In order
for this method of blended learning to be successful, students must be
highly self-motivated. Self-blend is ideal for the student who wants to take
additional Advanced Placement courses, or who has interest in a subject
area that is not covered in the traditional course catalog.
4. “The enriched-virtual model,” in which online, virtual experiences
are seen as being enriched only periodically through arrangements of
physical co-presence”.
5. “Online driver – Students complete an entire course through an
online platform with possible teacher check-ins. All curriculum and
teaching is delivered via a digital platform and face-to-face meetings are
scheduled or made available if necessary”. At the opposite end of the
spectrum from face-to-face driver we have online driver, which is a form of
blended learning in which students work remotely and material is primarily
delivered via an online platform. Although face-to-face check-ins are
optional, students can usually chat with teachers online if they have

questions. This model of blended learning is ideal for students who need
more flexibility and independence in their daily schedules. This approach is
becoming increasingly popular – each year, the number of students
participating in online driver programs increases by about 15 percent.
It is important to note that even blended learning models can be
blended together and many implementations use some, many, or even all of


10
these as dimensions of larger blended learning strategy. These models, for
the most part, are not mutually exclusive.
There are many components that can comprise a blended learning
model, including "instructor-delivered content, e-learning, webinars,
conference calls, live or online sessions with instructors, and other media
and events, for example, Facebook, e-mail, chat rooms, blogs, podcasting,
Twitter, YouTube, Skype and web boards". As school districts look for ways
to give their students a personalized learning experience without expanding
their budgets, blended learning can be an effective option. This approach
to schooling combines face-to-face instruction with online learning and has
yielded strong results since officially being researched as an education
strategy. In fact, according to a 2010 study from the U.S. Department of
Education, blended learning classes produce statistically better results than
their face-to-face, non-hybrid equivalents. This may be partly due to the
fact that this rapidly growing model not only increases the flexibility and
individualization of student learning experiences, but also allows teachers
to expand the time they spend as facilitators of learning. Schools make the
switch to blended learning for a variety of reasons. In addition to
considering the age of the students, the reasons for choosing a blended
model generally dictate which of the models they choose to implement.
2.1.3. Advantages and limitations of Blended learning

According to website . Blended learning
have some advantages and limitations. They are the followings:
2.1.3.1. Advantages of Blended learning
 Less expensive to deliver, affordable and saves


11
 Flexibility in terms of availability- anytime anywhere. In other words,
e-learning enables the student to access the materials from anywhere at any
time.
 Access to global resources and materials that meet students’ level of
knowledge and interest.
 Self- pacing for slow or quick learners reduces stress and increases
satisfaction and retention.
 E-learning allows more affective interaction between the learners and
their instructors through the use of emails, discussion boards and chat room.
 Learners have the ability to track their progress
 Learners can also learn through a variety of activities that apply to
many different learning styles that learners have.
 It helps the learners develop knowledge of using the latest
technologies and the internet.
 The e-learning could improve the quality of teaching and learning as
it supports the face-to-face teaching approaches
2.1.3.2. Limitations of Blended learning
These might include little or no “in-person” contact with the faculty
member, feelings of isolations, a difficult learning curve in how to navigate
within the system, problems with the technology, the need for the student to
be actively involved in learning, and increased lead-time required for
feedback regarding assignments. There are also different aspects, especially in
the developing countries, such as providing the required funds to purchase

new technology, lack of adequate e-learning strategies, training for staff
members and most importantly the student resistance to use the e-learning
systems.
 Lack of a firm framework to encourage students to learn.


12
 A high level of self-discipline or self-direct is required, learners with
low motivation or bad study habits may fall behind.
 Absence of a learning atmosphere in e-learning systems
 The distance-learning format minimizes the level of contact, elearning lacks interpersonal and direct interaction among students and
teachers
 When compared to the face to face learning, the learning process is
less efficient
2.2. An overview of IELTS speaking
2.2.1. Definition of speaking skills
According to Ur (1991:48), “Speaking is the productive oral skill. It
consists of producing systematic verbal utterances to convey meaning”.
Kayi (2006:p1) says that speaking is the process of building and
sharing meaning through the use of verbal and non-verbal in variety of
context.
Wilson (1983: 5) defines speaking as development of the relationship
between speaker and listener.
Nunan (1991:39), speaking skills occupied an important place in
foreign language teaching and learning, “-To most people, mastering the art of
speaking is the single most important factor of learning a second of foreign
language and success is measures in term of the ability to carry out a
conversation in the language”.
Furthermore, Ladouse (in Nunan, 1991: p23), speaking is described as
the activity as the ability to express oneself in the situation, or the activity to

report acts, or situation in precise words or the ability to converse or to
express a sequence of ideas fluently.


13
Additionally, Brown (1994), Speaking is a process of constructing
meaning that involves producing, receiving and processing information.
Johnson and Morrow (1981:p70) assert that speaking which is popular with
the term “oral communication”, is an activity involving two or more people in
which hearers and speakers have to react to what they hear and make their
contributions at a speed of a high level.
From the definitions above, it can be concluded that speaking is an
activity in which the speaker produces utterances to express ideas in order to
exchange information, so the listener understands what the speaker means.
2.2.2. Problems of students in IELTS’ speaking skills
Nowadays, Vietnamese students get difficulties in English speaking,
they have some problems as lack of vocabulary, structures, grammar,
pronunciation, students’ use of mother tongue…
One of the problems is students feel really shy about speaking in front
of many people, they have a fear of making mistakes and therefore” losing
face” with their teacher or their friends. Another reason for students’ silence
also may be that the classroom activities are boring. According to Febriyanti
(2001), students are afraid and anxious of saying something wrong or
incomprehensible.
Lawtie (2003, p.2), the problem would happen if the task or activity is
not “pitched at the right level for the students. If the language is pitched two
high, they may revert to their first language, likewise, if the task is too easy
they may get bored and revert to the first language, too.
Students find problems when doing speaking activities in the
classroom. Richards (2008: p24) states that learners feel difficult in presenting

a good image of them and sometimes avoid situations that call for this kind of
talk. This can be a disadvantage for some learners where the ability to use talk
for conversation can be important. Hatch (1978) in Richard (2008: p24)
emphasizes that second language learners need a wide range of topics at their


14
disposal in order to manage talk as interaction. Initially, learners may depend
on familiar topics to get by. However, they also need practice in introducing
new topics into conversation to move beyond this stage.
According to Smith (1983) in Freeman (1999) has explained that
people do not learn if they are confused or bored. When school topics do not
relate to students’ lives, they may find themselves confused and bored.
Moreover, when students cannot understand the language instruction they
may become frustrated.
A new standard for English proficiency is set, that is the required
overall score of 5.0 on the IELTS or equivalent. Thus, many English center in
Ha Noi emphasize the development of IELTS skills. While efforts have been
made to teach the four macro skills of writing, reading, listening in many
language colleges, far less attention is paid to teach necessary techniques to
develop good IELTS speaking skill. To bridge the gap, this paper aims at
exploring the difficulties experienced by lecturer teaching IELTS speaking to
Vietnamese students and to find out the solutions regarding this issue. Many
teacher make difficulties when teaching IELTS speaking to Vietnamese
students such as error correction, overcoming nervousness, using the cue card,
helping students improve their critical thinking in answering abstract issues.
The study also explores lecturers’ perceptions of the difficulties when
teaching students IETLS speaking as well as the factors that help learners to
develop their speaking skills. Students’ questionnaire also helps to explore the
teachers’ difficulties from the students’ point of view. Suggested solutions for

each problem are given by experienced teachers through interviews. This
work hopes to both contribute to the existing body of IELTS research as well
as to pave the way for future studies in this field.
Moreover, when students cannot understand the language instruction
they may become frustrated. Students only learn speaking in class without


15
practicing at home so it also is reason make the students’ ability speaking not
well.
2.2.3. Teacher and students’ interaction in using Blended Learning in
IELTS’ speaking class
According to Angelo (1993), classroom interaction comprises of
teacher and learner interaction.
To improve student’ IELTS speaking skills, teacher and students have
to interaction each other. In the traditional classroom, the teacher only sits or
stands behind a desk and give lectures and directions whereas students’ roles
are sitting, listening and taking notes. This one is usually initiated and
controlled by the teacher. The teacher controls the topic for classroom talk
and determines when start and stop talking in the classroom (Cazden, 1988).
When using blended learning in IELTS speaking class, students will
have opportunities to practice speaking not only in classroom and but also at
home. Dudeney and Hockly (2007: 138 –139) refer to a blended learning
course where 75 per cent is delivered online and 25 per cent face-to-face in
their list of three possible course designs for online learning in language
learning environments:
- A 100 per cent online language learning course, where the course is
not unlike a coursebook online.
- A blended language learning course, where 75 per cent is delivered
online and 25 per cent face-to-face.

- A face-to-face language learning course with additional online
materials, where online tools are used to support and extend face-to-face
lessons
According to Banados (2006) provides us with an extremely
informative study into a working model of blended learning used to teach
English which considers the design at course level rather than lesson level.
The course is comprised of four elements, which are:


16
- Learners’ independent work on a dedicated platform with Online
software.
- Face-to-face English as a foreign language classes led by teachers
who are also students’ online tutors.
- Online monitoring carried out by these teachers.
- Weekly conversation classes with native speakers of English.
According to Barbara (2007, p.3), "blended learning" was used to
mean " a mixture of face-to-face and e-learning" and " the use of different
internet-based tools including chat rooms, discussion groups, podcasts, and
self-assessment tools to support a traditional course". These definitions may
provide an impression that blended learning involves a rich mixture of
technology-based approaches to teaching and learning, and sometimes a
combination of technology-based and classroom-based learning.
2.3. Relationship between Blended leaning and IELTS speaking
2.3.1. Using of Blended Learning in speaking class
According to Barbara (2007, p.4), blended learning includes three
aspects: time, place and technology which may be blended together.
- Time in this context can be synchronous or asynchronous learning
speaking activities.
- Place is related to where learning takes place such as on campus, in

workplace, at home.
- Technology aspect is concerned with different information and
communication technologies. For examples: CD/DVD, internet, software,
mobile phones, face books, ipad, robot…
Besides, Barbara ( 2007, p.4) also gives another approach to thinking
about blended learning which is based on a historical perspective suggested
by Sharpe et .al. who offered three distinct models. The first of these is
blended learning as a supplement to traditional programs, 4-e.g. the provision
of additional materials and guidance through a virtual learning environment,
e-mailing PowerPoint slides to delegates, use of online communication tools


17
such as chat rooms or discussion boards, online quizzes, use of social
software such as wiki, blogs or additional resources provided via CD-ROMs
or DVDs. The second model is a transformative approach where new or
previously existing programmer are designed to integrate a wide range of
approaches to learning and teaching relevant to the learners and context of
learning. The third approach is the learner–led approach which is holistic and
typified by the use of a wide range of technologies including iPods and
mobile phones. With this approach, the author calls for engaging students and
others in learning through their preferred technologies such as e-mail, social
networking software such as MySpace, Face-book, weblogs, and message
systems. Based on her own experience with full-time undergraduates who
used these technologies, Barbara claimed that they are managing their own
technologies and they are resourceful and independent learners.
2.3.2 Some common applications of Blended Learning in speaking
class
Thus, some applications of using Blended learning in IELTS speaking
class as followings website: />