What does the research say about blended learning and the ESL student?

Although few and far between, there are some case studies/reports being done on Blended Learning and ESL/ELL classrooms. Here are three of the best ones I have found so far:

Blended learning environments take the interactive whiteboard initiative one step further, putting the device straight into the hands of the ELL students, allowing them to interact kinesthetically with laptops, computers, and mobile devices. The personal, hands-on relation between student and technology furthers engagement and the student’s connection between language reception and individual retention/understanding.

http://blog.wowzers.com/bid/275662/Blended-Learning-Environments-Enhance-ELL-ESL-Progress

Shared site which shares information about technology: in education using Blended Learning and other to enhance learning for the ELL/ESL student.

http://www.slideshare.net/sandracosta0/blended-learning-technologies-in-esl-classroom

The key idea behind blended learning is that students have some control over time, pace, path, and place. Allowing students to take some control of their learning increases their motivation to learn and allows them the time needed to work through the material.

http://blog.edmentum.com/blended-learning-effective-model-english-language-learners

Blended Learning in an ESL Class: A Case Study

http://www.u.arizona.edu/~mpolat/articles/article1.pdf


A general definition of blended learning is a combination of face-to-face and computermediated instruction. Blended learning is seen as natural evolution of the learning agenda and even as the most important advancements of this century . Blended learning “may even become so ubiquitous that we will eventually drop the word blended and just call it learning.”