Validating the normalization of vocabulary systems in a university EFL program

Abstract

The integration and normalization of multiple CALL systems with more traditional face-to-face learning, or blended learning, is an emerging trend of research. Evaluators are urged to investigate the processes involved in normalization of language learning tools in the classroom. Grounded in blended learning evaluation, this paper adopts an argument-based approach to interrogate the single claim: blended vocabulary learning systems can be normalized in English as a foreign language (EFL) programs. Using needs analysis, survey data, and document analysis, the authors examine what factors contribute to implementation and normalization of a blended language vocabulary program in a private Japanese university EFL program. Results reveal that transparency, constructive alignment, and coordinator's and teacher's knowledge, skills, and attitudes are important factors. Finally, it is argued that the normalization of blended learning programs seems to be predicated upon careful alignment with well-defined learning objectives, and on the availability of transparent analytics from online systems for the learner, teacher, and coordinator to ensure the diffusion of alignment from the meso to the micro level of the program.

High-Frequency Vocabulary: Moving From Recognition to Recall Level on Quizlet

“…It is recommended that professional associations of language teachers and their special interest groups whose focus is vocabulary learning can pool teacher contributors to help with constructing flashcard sets on platforms like Quizlet. Such collaboration can improve all the factors identified with the process of normalizing blended vocabulary programs (Mack et al, 2021): transparency, teacher knowledge, skills, attitudes, and constructive alignment. More collaboration between Ed Tech companies like Quizlet and universities could help with the design of better analytic dashboards for teachers and program coordinators.…”