Examining the Role of Small Private Online Courses in English Language Teaching and Learning

Abstract

Innovation in English language teaching and learning increasingly involves greater choice for students and greater diversity of delivery methods. This innovation is increasingly combining online and face-to-face student-teacher interaction through blended-learning pedagogy. While credit-bearing language courses are an essential part of a university curriculum, our shorter blended-learning workshops / courses called SPOCs (small private online courses) can not only be taken on a voluntary basis, but are also valuable as they can teach a focused language skill intensively and time-efficiently. If they are part of an existing course, they are geared towards complementing face-to-face classroom learning rather than replacing it (Wu, 2017) and due to their operation on a relatively small scale, they are also extremely targeted and timely in terms of meeting student needs. Additionally, they are characterized by higher interactivity, collaboration, sharing, and autonomy in learning. The development of blended-learning workshops and SPOCs, began when an exemption policy was introduced for our first year EAP course. Thus, SPOCs would enable the Centre to meet a wider range of student needs while making strategic and effective use of staff time. In response to these changes, the CAES plans to pilot three SPOCs this academic year, namely, Concise Writing, Impactful Presentations and Intercultural Communication. In this Symposium, the SPOCs development team will share their experience of producing these courses, and examine the potential and constraints of adopting this pedagogical approach. Reference Wu, R. (2017). A Study on SPOC Assisted College Oral English Teaching Strategies. Theory and Practice in Language Studies, 7(9), 756-763.