Validating the Normalization of Vocabulary Systems in a University EFL Program

Autor/inn/en	Mack, Lindsay; Sevigny, Paul; Larking, Malcolm; Stilp, Lance
Titel	Validating the Normalization of Vocabulary Systems in a University EFL Program
Quelle	In: Cogent Education, 8 (2021) 1, Artikel 1985688 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mack, Lindsay) ORCID (Sevigny, Paul) ORCID (Larking, Malcolm) ORCID (Stilp, Lance)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2021.1985688
Schlagwörter	Vocabulary Development; Second Language Learning; Second Language Instruction; English (Second Language); Computer Assisted Instruction; Blended Learning; Needs Assessment; Undergraduate Students; Student Attitudes; Pedagogical Content Knowledge; Language Teachers; Teacher Attitudes; Teaching Methods; Private Colleges; Alignment (Education); Foreign Countries; Word Lists; Program Evaluation; Japan + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Computer based training; Computerunterstützter Unterricht; Bedarfsermittlung; Schülerverhalten; Pädagogische Kompetenz; Language teacher; Sprachunterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Privathochschule; Ausland; Wortliste; Programme evaluation; Programmevaluation
Abstract	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. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01