Summary and Critical Analysis of “Problematizing the Hybrid Classroom for ESL/EFL Students”
Preliminary Draft: First Copy
By: Stuart Lewis (10089071)
University of Calgary
Blended Learning (EDER 679)
Dr. Norm Vaughan
September 26, 2011
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Citation: Harrington, A. (2010). Problematizing the Hybrid Classroom for ESL/EFL Students. The
Electronic Journal for English as a Second Language. 14 (3) 1-14
Background and Summary
With the recent explosion of modern technology, and its quickly spreading use in
classrooms, we find more of a demand for online activities to replace traditional teaching
methods. As blended learning continues to gain popularity, so do hybrid courses. This is true
regardless of the subject, and therefore encompassing ESL (English as a Second Language) and
EFL (English as a Foreign Language) courses. Regardless of this, the field of discussion for
possible implications and effects of blended learning specifically for ESL/EFL students remains
largely undeveloped. (Harrington, 2010) Anna M. Harrington makes note of this and attempts
to open up the dialogue with her article: “Problematizing the Hybrid Classroom for ESL/EFL
Students”
It is immediately noted that although there has been a lot of research done on ESL/EFL
classes, or the effects of technology on language classes, much of the latter has been done in
regard to specific instructional tools such as CALL (Computer-assisted language learning), or
CALI (Computer-assisted language instruction), and not a style of instructional delivery. Thus, it
is stated that research on blended learning or hybrid learning is stuck in a “No Man’s Land” as
neither the research on individual technologies nor the research for ESL/EFL only classes has yet
done an efficient job of explaining how the two factors can be combined to create an effective
learning environment (Harrington, 2010).
To begin what might be a long and complicated road, the author suggests that we begin
with potential problems that may arise when using a hybrid classroom to teach ESL/EFL. Four
separate issues are addressed: issues of classroom community and academic identity, discourse
switching, forced individualism, and muting. Attempting to explain each in detail would be an
unnecessary process, so in a nutshell, the problem of classroom community and academic
identity concerns the fact that each student has their own personal sense of identity, and their
own concept of who they are as a student. Using both a traditional classroom and an online one
may cause many students to be uncertain as to their identity since they are effectively studying
in two separate environments. The concept of discourse switching is closely connected to the
first. When ESL students have to switch between two different methods of instruction, they
may be less able to focus on the development of their skills and feel the need to focus a lot of
their time adjusting and switching between the two methods of discourse, effectively leaving
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them “academically behind their peers” (Harrington, 2010). In addition to these two issues, the
possible problem of individualism arises. The idea that hybrid courses, especially writing
courses, force students to become more individualistic, and have a weaker sense of group, is
discussed, and the concept of culture differences is briefly mentioned. Finally, the idea of
muting, both self-muting and imposed-muting is perceived as a serious issue that is intensified
by the split-instructional method of hybrid learning. In addition to addressing these problems,
the author briefly makes some suggestions for teachers to think about in order to lessen these
possible negative effects.
Reasons for Choosing the Article
This article was selected for three separate reasons. Any time there are problems in any
kind of educational environment, they have to be known before they can be addressed. The
article begins to do this. Second, ESL has been a focal point of my work for the past 10 years,
and it seems only recently, at least in Asia, has the concept of blended learning been integrated
into the pedagogical methods here. Third, in most classrooms, especially those with younger
students, the problem of muting can be a serious one. This issue can be compounded in ESL
classrooms where many students are even more uncomfortable with the language, or perhaps
cannot even understand effectively understand it. Therefore, the article was both interesting to
me, and one which I could use for my personal teaching.
Personal Analysis: Strengths and Weaknesses
The article was concise, and addressed some major issues which could, and do develop
from the integration of a traditional classroom with on which is online based. A lot of the article
is indeed focused on ESL/EFL classrooms, and discusses many key problems which arise when
trying to combine the two learning and teaching methods. Each possible issue is directly
addressed, and the author provides a lot of background for her findings, and cites numerous
other articles for support. Specific points such as the possible differences in culture (many
cultures focus on group participation as opposed to individual work) and the lack of social cues
in an online class, such as the lack of eye contact and facial expressions, are also mentioned
(Harrington, 2010).
Although the article was clear and well developed, there were many points which could
have been done differently, elaborated on or improved. To begin with, there is a huge focus on
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the students’ personalities and their sense of identity. Each of the four possible issues which
are addressed has a direct mention or an allusion to the individual student’s personality and the
effect that an online learning environment may have on it. Although this is certainly an
important factor, many other points could have been focused on as well. Only in the
“Considerations for Hybrid Instructors” section are concepts like access and familiarity to
technology, and students’ sense of comfort with the instructor mentioned, and the important
concept of time is not even mentioned. Further, the section which makes suggestions for
instructors, which has some really great ideas, is based primarily on the possibility of muting
and does not directly address the other three possible problems. For me, it was an obvious hole
in the article, and could have been easily improved with some general references to improving
social comfort in a hybrid classroom, or the social presence in a Community of Inquiry. Social
presence has been defined as the ability of learners to project themselves socially and
affectively into a CoI (Rourke et. al. 2001). Perhaps a few suggestions as to how ESL students in
particular could do this would have added a stronger aspect to the suggestions section. A final
problem I had with the article was the assumptions which are made. Much of the article
assumes that the ESL students involved are in a writing class, and that it is the class itself, when
projected online, which could be the cause of the problems. Numerous other styles of ESL
classes can be taught online and perhaps should have been addressed. Although I was glad to
see the aspect of culture mentioned numerous times, the conclusion is made that many of the
classes will combine Native English Speakers (NES) with ESL students. What about the imposed
muting which can occur from other factors, specifically in a class in which all students are
learning English as a language which is not their native one?
Critical Questions and Conclusion
Numerous questions emerge from this article, and although not all can be addressed or
answered here, a few important ones must be.
First, How can we make our hybrid, or blended learning classrooms more socially
comfortable for ESL students? Most of them have a hard enough time with a foreign language,
and when that is projected into what is often a completely different learning environment, how
can we keep everyone involved without inhibiting their learning or “muting” them?
Second, how can online learning environments be integrated into our classrooms for
students who have very limited or basic English skills?
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Third, how can instructors find the time to make students comfortable with two
separate learning styles, including their real- life and online personalities, comfort level with
the technology and the others in the CoI, and English, a foreign language to them, and their
native language?
This article proved to be helpful for me, as it gave me a different perspective on using an
online learning environment to teach ESL classes. When creating my own blended learning
program, numerous considerations will have to be made to accommodate student’s individual
personalities, ESL skill levels and technological “savvy” and comfort. To effectively create a
blended learning environment and program, more than just the information and the
technology used to present it will need to be seriously thought of. Combining everything can be
done. The fun (?) part is how to do it.
Citations:
Harrington, A. ( 2010). Problematizing the hybrid Classroom for ESL/EFL Students. The
Electronic Journal for English as a Second Language. 14 (3) 1-14.
Rourke, L., Anderson, T., Garrison, R. &Archer, W. (2001). Assessing Social Presence in
Asynchronous Text-based Computer Conferencing. Journal of Distance Education. 14 (3) 51-70