ABOUT THE INTEGRATION OF B-LEARNING IN EPP TO REINFORCE LEARNER AUTONOMY
This article builds on one particular initiative that has been developed for over a year and brings blearning<br />to the English for Professional Purposes classroom within a learner-centred context. The first section<br />is dedicated to the description of the conditions...
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| Format: | Article |
| Language: | English |
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Universitat Politècnica de València
2009-10-01
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| Series: | Revista de Lingüística y Lenguas Aplicadas |
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| Online Access: | https://ojs.upv.es/index.php/rdlyla/article/view/730 |
| Summary: | This article builds on one particular initiative that has been developed for over a year and brings blearning<br />to the English for Professional Purposes classroom within a learner-centred context. The first section<br />is dedicated to the description of the conditions that have framed the experience. Then the steps taken to<br />adapt the materials of the subject "Professional Communication" to the b-learning environment MOODLE are<br />addressed. This part also examines the evolution of the subject towards autonomous language learning goals<br />and a negotiated syllabus design more suitable for b-learning. The third part of the paper outlines the results<br />from the actual learning in the virtual environment of a pilot group of students. Qualitative data concerning the<br />benefits of MOODLE within an autonomous learning context are presented. To conclude, it is suggested that<br />prior analysis of each particular teaching situation is very important to decide whether MOODLE will in fact<br />fulfil previous expectations. |
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| ISSN: | 1886-2438 1886-6298 |