Blended Learning of English as a Foreign Language at the University of Havana

New paradigms in the teaching of English as a Foreign Language (EFL) were set in 2004 in a new curriculum (Plan de Estudios D) when a series of textbooks was developed to implement blended learning (BL) courses at the tertiary level in Cuba. According to various definitions, Blended Learning courses require both a physical on-site presence of students and an instructor, and the self-study environment with the assistance of information and communication technologies (ICT).

At first, in our experience, Blended Learning only included textbook and tape recorder-assisted courses with intranet opportunities because those were the resources available. Nowadays, as our technologies improve, there is a change towards the use of the computer for a new learning experience. The purpose of this paper is to briefly describe this blended learning approach for the teaching and learning of English as a Foreign Language at the University of Havana.

Keywords: blended learning, EFL, ICT, At Your Pace, curriculum

Introduction

Seeking new ways to improve the teaching-learning process of English as a Foreign Language in Cuban higher education has always been a must. Changes have been introduced in one way or another over the years to cope with the requirements in the formation of the new professional. Recently, new paradigms were set and the whole EFL discipline for universities and higher education institutes was redesigned based on current blended learning (BL) theories and practices.

When in the 80s a Reading English Across the Curriculum Program was established for all universities and higher education institutions, EFL took the English for Specific Purposes (ESP) framework. It proved successful in the training of critical and efficient readers in English. It prevailed until the late 90s (Corona, 2001) when the social demands and requirements from our undergraduates, and the current trends in EFL teaching were indicating a new path.

Then, small-scale pedagogical experiments were conducted in several Cuban universities. The main goal was to develop the oral skills. The author of this paper conducted the experiment in the Faculty of Biology with Biology, Microbiology and Biochemistry undergraduates. Yet, reading was the core skill within the academic discipline following the ESP framework previously adopted.

Other forms of learning that incorporated on-line opportunities were designed by the Polytechnic Institute of Havana (ISPJAE) in 2001-2002 and by the University of Information Sciences (UCI) in 2002-2003. However, they both embraced the traditional approach of on-site face to face courses.

This paper will briefly describe the Blended Learning approach for the teaching and learning of English as a Foreign Language at the tertiary level in Cuba within the new curriculum (Plan de Estudios D). It will also discuss some lessons learned during the first years of implementation at the University of Havana.

Conditions for a new change

In 2004, the development of Blended Learning had reached a stage that favored a change in our educational policy.

Large classes were the rule and not the exception in university campuses and consequently there was not a differentiated attention to the learners.

Although hundreds of EFL teachers graduated every year, there was a lack of teachers. Some chose to do something else rather than being involved in classroom teaching due to socio-economic conditions.

English language course books highlighted scenarios and cultures for the learner as a visitor. It was our idea to teach the language from the perspective of our learners talking about our country and our region to foreign visitors.

It was obvious that the country could not afford the expensive costs of foreign language series.

And finally, there was scarcity of listening texts with authentic features.

Therefore, we focused on an approach that could compensate for limited teachers, resources, attention to learners and at the same time profit from the combination of its modes of delivery, modes of teaching and styles of learning.

On Blended Learning

What was important to consider about Blended Learning? The concept, the methodology, the advantages and the limitations.

What definition is adopted?

Several definitions of BL have occupied a place in research literature. However, there is a definition that clearly reflects the idea that course designers envisioned for our EFL academic discipline.

"Blended Learning in higher education is learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and is based on transparent communication amongst all parties involved with a course" (Heinze & Procter, 2004).

What is the methodology?

In regard to the methodology, Blended Learning allows the acquisition of knowledge and development of language skills through a combination of technology-based materials in self-study sessions and classroom face-to-face meetings. The self-study session always precedes the face-to-face meetings. During these meetings, a wide array of communicative activities is developed. The meetings cannot be designed to replicate the traditional learning environment. They must be designed to promote interaction and maximize classroom time to activate knowledge and develop language skills in simulated or real communicative scenarios. They should also be designed to include clarification of explanations, concepts and grammatical structures dealt with while in the self-study session. An essential objective in the face-to face meetings is to guide learners towards the new content to be covered before attending the meeting. And finally, they should include time for formative and summative assessments.

What are the advantages?

Blended learning combines self-study outside the classroom and interaction within the classroom for a better learning experience. Blended learning provides options for greater interaction outside the classroom due to the benefits of computer-mediated educational tools. Blended learning results in a socially supported constructive learning experience, strengthens responsibility, commitment, discipline and a learning experience at the student´s own pace. It improves efficiency and saves costs. It caters for a range of learning styles.

What are the limitations?

Limitations include dependence on technical resources, availability of the resources, and less time for the face-to face interaction as compared to the traditional learning,

Our Product

At Your Pace, the English Language series written by Cuban teachers has been used in higher education universities and institutions since its publication in 2005. It develops situational and thematic contexts and cultural references from Cuba and English speaking countries paying special attention to Latin American and Caribbean cultures from the inside out. The series was revised by Canadian Language Teachers from different universities and it includes listening material recorded by students from those universities.

English as a Foreign Language is a discipline within the curriculum that learners generally take during the first two years of higher education using At Your Pace as the basic textbook.

At Your Pace is made up of three courses: General English, English for Academic Purposes and English for Professional Purposes (Inglés General, Inglés para el Contexto Académico e Inglés con Fines Profesionales). Each course contains a textbook, a workbook, and CDs for the learners and Methodological Guidelines for the instructor.

General English (Part 1/ Part 2) aims at strengthening the phonological, lexical and morpho-syntactical levels and the communicative functions to develop the four language skills at the basic and mid basic levels.

English for Academic Purposes aims at developing skills and strategies for research, processing and presentation of information through the integration of language and study skills in an academic context regarding the student´s learning styles.

English for Professional Purposes aims at enabling learners to get closer to their fields of study through activities and materials from their future professional communities. This is a sample course subdivided into two parts for Science and Technology majors and Social Studies majors. Each Faculty should develop their own English for Professional Purposes course books.

Syllabuses for each course were designed and they include aims, content (knowledge and skills), a system of values, assessment, methodological tips and bibliography. All these should contribute to the achievement of the general aim of the discipline English as a Foreign Language: Learners develop language skills at an intermediate level so as to interact with certain independence within their field of study.

At Your Pace includes diverse language activities contextualized within four main domains of language use (Council of Europe, 2001) and organized by communicative functions from simple to complex.

General English covers the public and personal domains related to social interaction, cultural and leisure activities. From Unit 1 entitled "Meeting new friends" to Unit 16 "She told me that…" the learner becomes an active participant in social interaction exchanging information and reacting to the actions of others. The communicative functions include greetings, leave-takings, reacting to introductions, asking for/giving information (about nationality, occupations, age, daily, past and future activities), describing people, expressing family relationships, among others. Learners can communicate in English using the language accordingly.

English for Academic Purposes covers the educational domain related to the learning and training context. Six units are devoted to guide the learner through an academic scenario beginning with Unit 1. Approaching an Academic text where the learner identifies the general structure of academic texts and expresses ideas using the markers used to introduce a topic, to reformulate or clarify, to give further information and to give examples. Subsequent units introduce ways of processing information, means for presenting ideas, self–access to knowledge, negotiating and debating, and learning to summarize. Learners can communicate in English within this limited academic context.

English for Professional Purposes covers the occupational domain related to activities and relations within occupational contexts. Both sample courses (Science and Technology/Social Studies) include authentic materials (paper, scientific article, review article and a report/chapter of book, case studies, and interviews) that enable the learners to be in close contact with the publications of their professional community. Learners can understand general, main and supporting ideas and can produce oral and written information on the topics. They can produce outlines and summaries from listening and written texts. They can argue, agree/disagree and explain points of view using the vocabulary pertaining to each field of study.

Lessons learned

• For the first time in more than 20 years students have textbooks, workbooks and listening tapes to develop English Language skills so as to meet the requirements stated in the curriculum.

• Instructional materials specially designed to implement BL have been effective taking into account the results of assessments and surveys.

• English language use is for immediate application, during undergraduate education and mostly within Cuba. However, it is considered long life learning, so it is intended to go beyond the educational institutions and continue developing at the workplace.

• BL has allowed us to have a language teacher for every single course, so the lack of teachers is no longer a hindrance.

• There has been a contribution to the molding of a more independent student.

• Resistance to the change (teachers & students) has been smoothly overcome.

• Resources must be guaranteed since the very beginning of the course.

Perspectives

• More success is expected through BL courses in the context of Cuban institutions of higher education.

• Success in this type of learning program depends more on commitment and responsibility to self-access and self-study, than on prior knowledge of English.

• Most organizational problems will be overcome more easily where students, institutional authorities and language teachers "believe" in the change.

• Well-planned practice sessions can enhance students" motivation to self-study.

• Resources have to be guaranteed; instructors and learners have to be trained, outside classroom self-paced study contexts have to be improved, otherwise what is a lack of support could be considered a failure of the implementation of the blended learning approach.

References

Corona, D. (2001). "La enseñanza del idioma inglés en la Universidad cubana a inicios del siglo XXI. Reflexiones en el 40 Aniversario de la Reforma Universitaria." – In: Revista Cubana de Educación Superior. CEPES. Universidad de La Habana. – Vol. XXI. No. 3, 2001.

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.

Figueredo, M. et al. (2005). At Your Pace (I-II). Curso de Inglés General. Editorial Félix Varela. La Habana. Cuba.

Figueredo, M. et al. (2006). At Your Pace (III). Learning to Learn Through English. Curso de Inglés para el Contexto Académico. Editorial Félix Varela. La Habana. Cuba.

Figueredo, M. & Corona, D. (2007). At Your Pace (IV). Stretching your Wings. Curso de Inglés con Fines Profesionales. Editorial Félix Varela. La Habana, Cuba.

Heinze, A. & Procter, C. (2004). "Reflections on the Use of Blended
Learning". Education in a Changing Environment. University of Salford,
Salford, Education Development Unit. http://www.ece.salford.ac.uk/proceedings/papers/ah_04.rtf

Autor:

Mérida Figueredo

University of Havana,

Cuba