The aim of this chapter is to provide an outline of the main theoretical issues in the field of Self-Regulated Learning which have inspired the design and implementation of a blended learning course of English as a Foreign Language (EFL) at the University of Salerno. In particular, the first part of the chapter focuses on some key concepts concerning meaningful learning, self-regulated learning, as well as e-learning in academic settings, as basic components to achieve cognitive academic language proficiency (CALP). The second part of the chapter is devoted to the description of the sequencing and progression of our syllabus design in line with the principles/guidelines for “good teaching practices for using Technology Mediated Instruction (TMI)”. KEYWORDS second language acquisition, blended learning, meaningful learning, self-regulated learning, adult learning
Theoretical and Practical Issues in Designing a Blended e-learning Course of English as a Foreign Language
CALABRESE, RITA;FAIELLA, Filomena
2011
Abstract
The aim of this chapter is to provide an outline of the main theoretical issues in the field of Self-Regulated Learning which have inspired the design and implementation of a blended learning course of English as a Foreign Language (EFL) at the University of Salerno. In particular, the first part of the chapter focuses on some key concepts concerning meaningful learning, self-regulated learning, as well as e-learning in academic settings, as basic components to achieve cognitive academic language proficiency (CALP). The second part of the chapter is devoted to the description of the sequencing and progression of our syllabus design in line with the principles/guidelines for “good teaching practices for using Technology Mediated Instruction (TMI)”. KEYWORDS second language acquisition, blended learning, meaningful learning, self-regulated learning, adult learningI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
