BLENDING DIFFERENT METHODOLOGIES IN THE ACTION-ORIENTED APPROACH

Yazarlar

  • Ismail Ipek Prof. Dr., Department of Computer, Education and Instructional Technologies, Istanbul Aydın University, Istanbul, Turkey
  • Ahmet Acar Assoc. Prof. Dr., Dokuz Eylül University, Buca Faculty of Education, Department of English Language Education, Turkey

DOI:

https://doi.org/10.46827/ejel.v8i4.4984

Anahtar Kelimeler:

action-oriented approach- blended learning- mini-projects

Öz

The goal of training social actors in language teaching set by CEFR (CoE, 2001) (Common European Framework of Reference for Languages) has shifted the ultimate goal of language teaching from training successful communicators to training social actors who have the ability to carry out social actions in and/or outside the classroom, which gave rise to a new approach called the action-oriented approach (AoA) in language teaching. One of the unique characteristics of the AoA is that it combines or blends the previous methodological matrices in coherence and synergy. While there are different definitions of blended learning in the literature, this article focuses on one version of blended learning, which is combining or blending different methodologies within the framework of the action-oriented approach (AoA).

 

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Yazar Biyografileri

  • Ismail Ipek, Prof. Dr., Department of Computer, Education and Instructional Technologies, Istanbul Aydın University, Istanbul, Turkey

    İsmail İpek is a Professor of Education, in the Department of Computers and Instructional Technologies, the School of Education of İstanbul Aydın University, Küçükçekmece, İstanbul, Turkey. He holds Undergraduate math teacher training Diploma in 1979, and B.A. in education, 1981. Later, he received MA degree in Measurement and Evaluation from Hacettepe University, Beytepe, Ankara, Turkey, and received MS degree in Educational Technology (in Computers and Education) from Long Island University, CW. Post Campus, New York, NY. USA. And he also completed Ed.D. degree at the University of Pittsburgh, PA, USA, in April, 1995. His researches are dealt with instructional design models and systems, instructional design and technology, distance education-learning, project management, interactive multimedia design for instruction, computer-based instruction (CBI), instructional software design and development, instructional design and training, internet-WEB based instruction, visual literacy, message design, screen design, new technologies for Instruction, teaching complex technical skills, computer-based tools for instructional design, e-Learning-teaching strategies, teaching-learning theories and new approaches in educational technology. He is also a reviewer for many domestic and international journals which are deal with instructional design and technology, human-computer interaction, visual literacy, distance education and educational technology.

  • Ahmet Acar, Assoc. Prof. Dr., Dokuz Eylül University, Buca Faculty of Education, Department of English Language Education, Turkey

    Ahmet Acar is an Associate Professor at the Department of English Language Teaching, Buca Faculty of Education at Dokuz Eylül University. He has been to Syracuse University (New York) with a Fulbright scholarship, where he studied TESOL, sociolinguistics and theoretical linguistics. Acar served as a reviewer of Foreign Language Annals, senior associate editor of the Journal of English as an International Language, associate editor of the Asian EFL Journal, regional journal senior advisor of the Asian Education Index, senior advisor of the Chinese EFL Journal and the advisor of the TESOL Journal.

Referanslar

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Yayınlanmış

2023-08-10

Sayı

Cilt 8 Sayı 4 (2023)

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