A Novel Approach for the Development of Communicative Competence in English in a Blended Learning Context

Abstract

This paper presents the ongoing work carried out by the research group ATLAS from the UNED in its most recent project I-AGENT (Intelligent Adaptive Generic English Tutor). The aim is to combine face-to-face classes with individual and collaborative work carried out using innovative ICALL (Intelligent Computer Assisted Language Learning) software. The limitations in the type of learning which can be achieved using a computer can be directly addressed with the presence of personal interaction in the classroom. Thus, activities do not have to follow a set structure of selecting just one answer, but can offer a limitless array of openness, given that there is a human tutor who can revise them. Peer feedback and collaborative activities are also a fundamental part of the learning process and all of these different methodologies are integrated in order to guide the student through the scaffolding structure of the course. The units follow the story of a person through different situations to which the student can easily relate, and the intercultural aspects of learning a second language are highlighted with each scenario. Each part of the computer-based work is consolidated in face-to-face sessions, and these deal directly with the communicative aspects which would be difficult to test purely electronically, such as free speaking and writing. The student is informed of the learning which will take place in each unit in the form of can-do statements taken from the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Council of Europe, 2001)

On Blended Learning and Oral English Communicative CompetencemTaking lOral English 3r Online Course as an Example

“…In this light, the online course has effectively boosted students' learning motivation and enhanced the teaching effects. Of course, online course teaching puts higher demands on the teachers in terms of English linguistic knowledge, cultural knowledge and humanistic qualities, and there also exist limitations in teaching resources and environments [7][8], but blended learning can be viewed as having a benign effect on teachers' "discourse hegemony" and students' "aphasia" or silence.…”