Culture-Based Blended Learning Approaches in English as an International or Foreign Language (eBook, PDF)
From Western Applications to Eastern Adaptations
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This book provides rich information about the historical development and progress of blended learning with a focus on the field of English as an International Language (EIL) or English as a Foreign Language (EFL) area.The authors examine various models of blended learning used in the USA, UK, Australia, and Asia before establishing a comprehensive model in accordance with the socio-cultural context of a country. The book further investigates the implementation of the model in EIL/EFL classrooms. The research was conducted using a library research method to collect rich data, enabling extensive...
This book provides rich information about the historical development and progress of blended learning with a focus on the field of English as an International Language (EIL) or English as a Foreign Language (EFL) area.
The authors examine various models of blended learning used in the USA, UK, Australia, and Asia before establishing a comprehensive model in accordance with the socio-cultural context of a country. The book further investigates the implementation of the model in EIL/EFL classrooms. The research was conducted using a library research method to collect rich data, enabling extensive international literature to be critically reviewed by the authors for an Asian setting. The book concludes by providing readers with constructive recommendations for future practice of blended learning in EIL/EFL in Asia and other non- English speaking countries.
This volume will be of value to researchers, educators, and higher degree students who are interested in second and foreign language education and English as an International Language or a Foreign Language. It will also be a valuable resource for EIL/EFL and other foreign language teachers, particularly in an Asian cultural context.
The authors examine various models of blended learning used in the USA, UK, Australia, and Asia before establishing a comprehensive model in accordance with the socio-cultural context of a country. The book further investigates the implementation of the model in EIL/EFL classrooms. The research was conducted using a library research method to collect rich data, enabling extensive international literature to be critically reviewed by the authors for an Asian setting. The book concludes by providing readers with constructive recommendations for future practice of blended learning in EIL/EFL in Asia and other non- English speaking countries.
This volume will be of value to researchers, educators, and higher degree students who are interested in second and foreign language education and English as an International Language or a Foreign Language. It will also be a valuable resource for EIL/EFL and other foreign language teachers, particularly in an Asian cultural context.
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