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Blended Learning in English Language Teaching

The technological developments in the 21st century have sparked a great deal of transformation in education. Especially, technologically equipped classrooms with smart boards enable all students to benefit from e-contents much more efficiently and effectively. Students’ devices such as tablets, computers, laptops, smartphones, and e-readers also make them learn and practice the subjects again and again with the help of using them anytime and anywhere. So, the advantages of technological devices make learning more accessible
and practical for students.

The biggest advantage of Blended Learning Approach is that it offers the opportunity to use both digital technologies and face-to-face communication tools in the teaching process
simultaneously. While students and teachers come together physically in traditional education; they can make use of various tests, subject reviews, exercises on the internet, apart
from the classroom environment. Thus, a multi-faceted experience emerges from the combination of these two approaches.

The motivation for the creation of this project was primarily the need for online education tools and applications integrated into English language teaching. In response to this need, it
was decided that “Blended Learning Approach”, which combines face-to-face education with online teaching tools, would be the most useful and most appropriate method for this project. The advantages of the devices with ease of transport and internet connection in reinforcing the subjects make mobile learning and face-to-face training complement each other. Thus, compared to traditional learning approaches, blended learning provides a learning model with superior features.

The objectives of the project:
After the impact of Covid-19, e-learning and technological devices have become more and more important in the education sector. So, today’s newest and most popular approach is to
combine traditional education methods with technology-supported materials or blended learning models. In this context, we want to take advantage of an effective blended learning
model in our partner institutions for the objectives listed below:

  1. to plan blended lessons
  2. to manage distance education environments (Moodle)
  3. to make the lessons interesting and keep students motivated
  4. to monitor and evaluate learning
  5. to increase the knowledge/skills of teachers regarding digital education
  6. to integrate mobile devices into the lesson
  7. to use technology more effectively and safely
  8. to ensure the continuation of learning outside the classroom
  9. to exchange ideas while cooperating with European colleagues

Erasmus + Program (European Union)

Project Reference

2021-06-20 to 2023-06-19

24 months

The project has 4 entities from 4 countries of the European Union as follows:

Mayis Anadolu Lisesi – Turkey
Eurospeak Language Schools Ltd – United Kingdom
Institut Francesc Macià – Spain
Universidade Lusófona de Humanidades e Tecnologias (ULHT) – Portugal

Language Development Through Digital Tools Project

In 2021, six partner organizations from Sweden, Finland, Turkey, Portugal, Czech Republic and
Romania set up a partnership that led to the project “Language Development through Digital

Information and communication technologies (ICT) have become an ordinary part of both our
social and learning experiences today and digital learning environments and tools enrich the
learning process. In the foreign language teaching process, new technologies and approaches
have been put into practice in order to enable effective and efficient learning in the process of
teaching 4 skills (speaking, writing, listening and reading) and two areas (grammar and
vocabulary) based on communication. One of these approaches is CLIL (Content and Language
Integrated Learning) training management. Academic English education (CLIL) (Content and
Language Integrated Learning) includes teaching the content of different disciplines, such as
for example: Mathematics, History, Geography, Science, Social Sciences, Citizenship, as well as
teaching a foreign language.

During the project preparation phase, the partners conducted the following SWOT analysis:
Strengths: Including trainers with digital competencies, effective communication between
institutions, applicability of the outputs to be obtained.

Weaknesses: The coordinator institution does not have Erasmus + experience, some teachers
do not speak foreign languages in interdisciplinary studies.

Opportunities: With the project, teachers who do not speak foreign languages learn foreign
languages, discover innovative learning methods by educators, increase their competence in
using a MOOC platform.

Threats: Technical problems.

Having all this in mind, the main objectives of our project are:
– to improve the competencies of our foreign language teachers with an interdisciplinary
approach in language development.
– to improve the foreign language development, digital skills and competencies of all
educators, students and all other people.
– to increase the efficiency of language teaching and learning by systematically supporting the
introduction of innovative methods such as bilingual teaching and the use of digital tools in our
– to improve the cultural awareness of our teachers.
– to develop teachers’ professional competencies in CLIL education method and provide deep

Project results:
MOOC platforms are among the new technologies used in language education. A free MOOC
platform will be created where educators, students and parents will be able to participate in
foreign language education and improve their foreign language skills. This platform will include
videos, visuals, information, reports, surveys, tests and questions and our teachers need to
prepare a lesson plan to qualify for certification in the MOOC platform.

Creating digital lesson plans is an important part in our project. With the digital lesson plans
book to be created, our teachers will be able to apply different activities in their lessons and
improve both the content learning and language competence in students. Sample lesson plans
and activities that everyone can easily access are important for other teachers. Thus, they will
see how the CLIL lesson plan is prepared and what should happen. In addition, they will have
lesson plans and activities that they can implement in their lessons.

Erasmus + Program (European Union)

Project Reference

2021-06-01 to 2023-05-31

24 months

The project has 5 entities from 5 countries of the European Union as follows:

Learning for Integration ry – Finland
Yenisehir Anadolu Imam Hatip Lisesi – Turkey
ITC International TEFL Certificate – Czech Republic
Scoala Gimnaziala Gheorghe Magheru Caraca – Romania
Rödabergsskolanr – Sweden
Universidade Lusófona de Humanidades e Tecnologias (ULHT) – Portugal

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