Validating the normalization of vocabulary systems in a university EFL program
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...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2021-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2021.1985688 |
| _version_ | 1797765924588093440 |
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| author | Lindsay Mack Paul Sevigny Malcolm Larking Lance Stilp |
| author_facet | Lindsay Mack Paul Sevigny Malcolm Larking Lance Stilp |
| author_sort | Lindsay Mack |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-12T20:18:06Z |
| format | Article |
| id | doaj.art-0697bbc157d9488dbe6d2173688327f3 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T20:18:06Z |
| publishDate | 2021-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-0697bbc157d9488dbe6d2173688327f32023-08-02T01:08:26ZengTaylor & Francis GroupCogent Education2331-186X2021-01-018110.1080/2331186X.2021.19856881985688Validating the normalization of vocabulary systems in a university EFL programLindsay Mack0Paul Sevigny1Malcolm Larking2Lance Stilp3Ritsumeikan Asia Pacific UniversityRitsumeikan Asia Pacific UniversityRitsumeikan Asia Pacific UniversityRitsumeikan Asia Pacific UniversityThe 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.http://dx.doi.org/10.1080/2331186X.2021.1985688normalizationblended language learningvocabulary learningconstructive alignmenttechnology integration |
| spellingShingle | Lindsay Mack Paul Sevigny Malcolm Larking Lance Stilp Validating the normalization of vocabulary systems in a university EFL program Cogent Education normalization blended language learning vocabulary learning constructive alignment technology integration |
| title | Validating the normalization of vocabulary systems in a university EFL program |
| title_full | Validating the normalization of vocabulary systems in a university EFL program |
| title_fullStr | Validating the normalization of vocabulary systems in a university EFL program |
| title_full_unstemmed | Validating the normalization of vocabulary systems in a university EFL program |
| title_short | Validating the normalization of vocabulary systems in a university EFL program |
| title_sort | validating the normalization of vocabulary systems in a university efl program |
| topic | normalization blended language learning vocabulary learning constructive alignment technology integration |
| url | http://dx.doi.org/10.1080/2331186X.2021.1985688 |
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