Paradigm Shifts

Abstract

The trend of acquiring English as a foreign language (EFL) through blended learning (BL) has prompted teachers to develop strategic plans and directions for its onsite implementation and evaluation. This paper applies the concept of interaction to the challenge of creating a BL curriculum for an EFL class. General principles of interaction based on three dimensions of interaction—textual, social, and technological interaction—are presented and then applied specifically to EFL classes at a Taiwanese university by adopting the following practical steps: (1) setting course objectives; (2) formulating techniques and strategies; (3) selecting media and tools; (4) organizing activities and technologies; and (5) evaluating student learning. Students’ reactions to and comments on six BL curriculum units indicate that various combinations of BL based on level and dimension of interaction are well adapted to the specific university EFL class. Our findings suggest that the interaction-driven approach should be the focal point for future development and implementation of BL in EFL classes.