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its weakness in speaking.’ Contrary to their findings regarding speaking, Banados’s
               (2006: 542 – 543) results indicated ‘a remarkable improvement in speaking skills’
               in addition to ‘important improvements in all the skills, especially in listening,
               pronunciation, vocabulary and grammar’ in a study carried out with students
               on an English programme in a Chilean University.

               Little more appears to have been published on the effectiveness of blended
               learning since Dewar and Whittington (2004) noted the lack of literature on the
               subject. A number of studies have been conducted on learners’ attitudes, concluding
               that they are positive towards the integration of CALL or multimedia. At tertiary
               level evidence indicates that blended learning may improve student retention
               rates. However, there is little evidence available to suggest that blended learning is
               pedagogically effective even though ‘improved pedagogy’ is often cited as a reason
               for blending. This leaves me questioning if this is a primary consideration for many
               of the educational providers for adopting a blended approach especially at tertiary
               level and maybe increasingly so in the EFL sector, or if flexibility and cost, to provide
               a competitive edge in a global market, are the real drivers for change.
               Clearly more studies to investigate the pedagogical effectiveness of blended
               learning in ELT are required that provide us with empirical rather than impressionistic
               evidence in its favour. However, Salaberry (2001: 52) cautions that ‘a healthy dose of
               scepticism about the pedagogical effectiveness of many current technological tools
               appears to be well justified if one considers the perhaps overly enthusiastic reaction
               to previous technological breakthroughs’ such as language labs, cassette recorders,
               and computer-assisted instruction.

               Why a good blend is important
               Getting the blend right is important as ultimately it can affect student retention,
               as Stracke’s (2007) study revealed. The results indicated that students left the
               blended learning course they were attending for three main reasons:

               ■ ■ ‘a perceived lack of support and connection/complementarity between the
                 f2f and computer-assisted components of the “blend”
               ■ ■ a perceived lack of usage of the paper medium for reading and writing
               ■ ■ and the rejection of the computer as a medium of language learning’
                 (Stracke, 2007: 57).
               Two out of the three of these reasons Stracke (2007) gives are referred to in other
               articles on blended learning. The ‘complementarity’ aspect is one that Sharma and
               Barrett (2007) emphasise as being important in their guidelines and principles
               for blended learning. It certainly heavily influenced the design of my blend (see
               Chapter 16), resulting in the content of the three modes being linked to a relatively
               high degree either by grammar, vocabulary or topic. Also Banados (2006) found
               that students preferred face-to-face to online learning, so designed her course
               accordingly. This was also true in my context which meant that the face-to-face mode
               was the ‘lead’ mode in the blend. This would seem to indicate that getting the balance
               right in terms of the percentage of time spent on each of the modes, and the way
               they are integrated, is significant.


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