|
|
|
Abstract Through reviewing high-quality research articles published at home and abroad in the past 10 years, this study examines language teachers’ cognition of blended teaching and their teaching practice. The study finds that, language teachers’ cognition of blended teaching, including the concept, teachers’ and students’ roles, and its constraints, is generally consistent with the mainstream understanding of CALL researchers. However, there are also a few isolated cases, in which teachers have a partial understanding of blended teaching or flipped classrooms. At the pedagogical level, while flipped classrooms are prominent both in China and overseas as a major approach of blended learning, flipped classrooms in China often have a more complete teaching cycle, and more extended interactions and collaboration between students beyond the in-class stage. Non-flipped blended teaching, both in China and overseas, often foregrounds classroom teaching, which is supplemented with further exploration and practice carried out online. Based on these findings, the paper summarizes common issues in adopting blended learning and appropriate solutions to these issues from the literature, and proposes follow-up pedagogical implications.
Key words: blended teaching; blended learning; flipped classroom; foreign language teaching; teacher cognition
|
|
|
|
|
|
|
|
