1. Eurocall Conference Granada September 4-7, 2006 Large scale implementation of blended language learning environments (BLLE) Alessandra Corda, Petra Heck Universiteit Leiden / Tilburg University

2. General background English: language of instruction in almost all MA courses in the Netherlands (from 2006-2007) English competence level Dutch students: C1 receptive skills, B1 productive skills International students: generally lower level Great demand for academic English courses (both students and staff) focus on speaking and writing need for differentiation

3. The INTUIT project (I) 1-1-2006 - 31-12-2007 6 university language centres Development of an ICT enriched learning environment to support English for academic purposes No distance learning, blended learning Target group: 10,000 students every year 2006: 12 pilot projects, 2007: large scale implementation

4. The INTUIT project (II) Pedagogical aims: implementation Common European Framework and autonomous language learning Pilots: –Diagnostic testing (Dialang and Set 10) –Language practice (Ellips and Academic Word List) –Guidance (web based language portfolio) Blackboard

5. Success and failure factors Implementation BLLE influenced by: Relation between computer-supported and non computer-supported activities Teacher professional development Technical constraints

6. Relation between computer- supported and non-computer supported activities On the basis of which factors do teachers decide which activities should be supported by the computer?

7. Computer-supported vs non computer supported activities Added value computer: –“tutor” function (interactive exercises; focus on receptive skills) –test function –organizational function (teacher centered: Blackboard) But: focus on productive skills  added value computer: –“tool” function (support for speaking skills) –portfolio function (student centered)

8. Relation between computer- supported and non-computer supported activities Which computer-supported activities are perceived to be most effective by teachers and students, and why?

9. Grammar –diagnostic interactive tests (Blackboard); –on the basis of the results students are advised to do specific interactive exercises (Ellips) Why? Differentiation; more efficient use of contact hours. Remedial teaching. Speaking skills: –self assessment through can-do statements portfolio with recorded monologues –self reflection, feedback Why? Differentiation; stimulating autonomous learning and self reflection

10. Relation between computer- supported and non-computer supported activities For which functions is the computer now mostly used and why?

11. Use of ICT at the start of the project 2 Language Centers (LC): only links 2 LC: tests (QPT, Dialang), digital language lab 2 LC: Blackboard, interactive exercise (1 LC: also digital language lab)

12. For which functions is the computer now mostly used and why? 1.Placement and diagnostic testing (also web based: SET 10, Dialang) 2.Digital language labs; Blackboard; interactive exercises 3.Language portfolio Why? -time saving -efficiency

13. Conclusion New pedagogy under construction …

14. Contact a.corda@let.leidenuniv.nl p.a.m.heck@uvt.nl