21st Century Language Skills

Blended Learning: An Evolving

Praxis
GARY G. FOGAL
University of Toronto

FLOYD H. GRAHAM III

Kansai Gaidai University

ANTHONY G. LAVIGNE
Kansai Gaidai University

TED (Technology Entertainment Design), a collection of regu-

larly updated talks, offers a web-based platform that is easily
accessible. This platform affords language learners across multi-
ple proficiency levels an opportunity to develop autonomy and
critical thinking skills alongside their second language (L2)
development. With an international community of TED present-
ers proffering diverse and progressive ideas, learners gain
access to authentic language settings and valuable exposure to
World Englishes. This will serve learners as they become mem-
bers of an increasingly global community. By adapting literature
circles into the context of blended learning, this article illustrates
how such a learning platform can offer students a meaningful
and interactive (language) learning experience. This article also
contributes to ongoing discussions regarding technology and
second language acquisition, and how these intersect to provide
effective and relevant social media–based lessons that serve the
demands of L2 learners in the digital age.
doi: 10.1002/tesj.139

Alongside the steady rise of new technologies, the forces

of globalization have altered the classroom environment for
educators and students. As a result, accommodating these changes
in institutions of learning has become a pedagogical imperative.
Educators and researchers are calling for approaches that meet
TESOL Journal 5.2, June 2014 353
© 2014 TESOL International Association
student needs to better understand the global community via
methods and tools that today’s tech-savvy youth are most
comfortable with (Klopfer & Yoon, 2004; Meurant, 2010).
Language learning classrooms are no exception, as researchers and
instructors continue to search for blended techniques that tap into
these needs. We have experimented extensively with various
web-based technology platforms (for example, iTunes U; Skype;
and various interactive online groups provided by Yahoo, Google,
and Facebook) and web-based applications (for example, blogging,
or online language learning communities such as busuu.com,
go4english.com, and quia.com) in an effort to meet these
necessities. Ultimately, each of us discovered the pedagogical
potential of TED (www.ted.com) independently. Since then, we
have collectively refined our methodologies from peer and student
feedback. What is presented here is the result of repeated
fine-tuning and piloting, and is—in our estimation—an efficacious,
productive, and efficient means of language learning in the face of
the demands made of (and by) 21st century language students.

WHY TED.COM?
Cates (2002) argues that a connected global village necessitates
that we engage global issues, and, citing Kniep (1985), promotes a
global education that will “bring about changes in the content,
methods and social context of education in order to better prepare
students for citizenship in a global age” (p. 41). TED achieves this
by introducing students to a platform that is current, authentic,
and globally relevant (how we harness this platform in the second
language [L2] classroom is outlined below and in detail in
Appendices A through E). TED.com is a user-friendly website
featuring an array of talks devoted to ideas that engage listeners
personally and within the wider context of a global community.
The interface possesses a searchable database that can be filtered
by such items as duration, content, and theme, and categories like
persuasive, informative, and most emailed this week. Other features
include multilingual subtitles and interactive scripts, hyperlinks to
TED Conversations, a TED Community where participants create
profiles for themselves and communicate via an additional
comment platform, and TED Initiatives that detail worldwide
354 TESOL Journal
projects based on TED-inspired ideas. These options (also available
across mobile platforms) are representative of the latest interactive
web technology.
These interactive options also give learners an exceptional
gateway to fully realize the impact and scope of what is available
to them in both practical and relevant web-based applications.
By creating these opportunities for authentic and meaningful
interaction within and outside the classroom, technology allows
students apprenticeship into new discourse communities,
preparing them “for the kinds of international cross-cultural
interactions which are increasingly required for success in
academic, vocational, or personal life” (Warschauer & Meskill,
2000, p. 308). Incorporating TED into the L2 classroom also guides
students in responding to “technology in socially and culturally
appropriate, legal, and ethical ways” (Healey et al., 2008, p. 23), as
highlighted in Goal 2 of the TESOL Technology Standards Framework
(Healey et al., 2008). TED provides learners with opportunities to
responsibly navigate the multiple identities and social conventions
of online environments. Employing blended learning through
TED’s website in a language classroom effectively accomplishes
these goals.

BACKGROUND
Given that knowledge is frequently interpreted as a social
construct (Vygotsky, 1978), e-learning has been criticized for
taking community out of education (Chen, Liu, & Wong, 2007;
Tayebinik & Puteh, 2012; Zemsky & Massy 2004). Blended
learning remedies this shortcoming. Although several definitions
of blended learning exist, for our purposes we refer to Colis and
Moonen (2001), cited in Rovai and Jordan (2004), who state that
blended learning is “a hybrid of traditional face-to-face and online
learning so that instruction occurs both in the classroom and
online, and where the online component becomes a natural
extension of traditional classroom learning” (p. 3). For example,
access to information has undergone a revolutionary change in the
past decades, in part due to the Internet. Information is no longer
confined to print media and lecture halls. Blended learning
environments allow students focused access to information under
Blended Learning: Praxis 355
their own guidance, and the classroom forum then helps them
digest it (Sharma & Barrett, 2007). Technology’s ubiquity, coupled
with the numerous advantages of a blended pedagogy (Chen
et al., 2007; Garrison & Kanuka, 2004; Mason, 2005; Motteram &
Sharma, 2009; Rovai & Jordan, 2004), has led more educators to
embrace blended learning as a natural transition into the future
(Chappelle, 2008; Garrison & Kanuka 2004; Tayebinik & Puteh,
2012).
Moreover, as English language learners are increasingly
presented with opportunities to interact with an international
community, their need to engage and exchange ideas within
this context is growing (Graddol, 2000; Mills, 2010). Beyond
the necessity of exposing students to a variety of Englishes
(Canagarajah, 1999), classrooms must provide space for blended
learning that promotes student autonomy and prepares students
for a globalized world (Meurant, 2010). This is also important in
the language learning classroom (Allford & Pachler, 2007;
Reinders, 2010).
In an effort to develop said autonomy, the procedure presented
here ensures that students are able to function both inside and
outside the classroom with minimal support. As Klopfer and Yoon
(2004) note, educators “must build a bridge between students’
experiences in and out of school by incorporating into school the
tools, technologies and experiences that students acquire outside
the classroom” (p. 33). In this vein, building autonomy requires
that we build on the technology that students are familiar with
and do so with curricula that have students’ needs as future global
citizens in mind. These “bridges” will serve to enhance and create
opportunities that foster language acquisition and learner
autonomy.
Today’s “connected” students encounter copious amounts of
information, and as such they must be prepared to synthesize and
disseminate these bits of knowledge. Qualitative and quantitative
research (Chapple & Curtis, 2000; Davidson, 1994, 1995) supports
pairing critical thinking skills alongside language development in
the L2 classroom, noting positive effects on language acquisition
(see also Hashemi & Ghanizadeh, 2012; Shirkhani & Fahim, 2011).
The learning activities presented below aim to develop the analytic
356 TESOL Journal
skills required of students to think critically of the world around
them, and of their place in it, while promoting L2 proficiency and
higher order thinking skills. To these ends, this article outlines an
efficient classroom methodology that produces meaningful and
productive learning that merges student needs with a modern
learning platform.

CURRENT PRACTICES
Recent studies have highlighted the effectiveness of various social
media platforms as teaching and learning aids in the L2 context.
Some of these studies have examined the benefits of utilizing
Twitter (Borau, Ullrich, Feng, & Shen, 2009; Castro, 2009; Mork,
2009), Facebook (Blattner, Fiori, & Roulon, 2009; Harwood &
Blackstone, 2012; Mitchell, 2012) and other social media platforms
(Blackstone & Harwood, 2011; Blackstone, Spiri, & Naganuma,
2007; Harrison & Thomas, 2009; McBride, 2009). For example,
Harrison and Thomas (2009) focused their study on the online
community Livemocha, which focuses on L2 collaborative learning
in the English as a foreign language (EFL) context. They found
that social media outlets such as social networking sites provided
language learners with extended opportunities for learning outside
the classroom and provided researchers with a platform with
which to gain “insights into how learning is occurring in the new
age of digital literacies” (Harrison & Thomas, 2009, p. 121). Calls
for greater attention to how social media can contribute positively
to L2 learning experiences are also prominent in the studies listed
here. For example, Thorne and Smith (2011) note that
the wide spread use of information and communication technol-
ogies in educational and lifeworld contexts has escalated the
need for, and attention to, SLA [second language acquisition]
research as a unifying bridge between CALL [CALL is used by
Thorne and Smith to label “technology-mediated language use
and learning”] theory, design, and practice. (p. 274)

The procedure outlined in this article expands these already

popular and effective online instructional tools and continues to
recognize and address that “technology and second language
acquisition have a complex and dialectical relationship with one

Blended Learning: Praxis 357

another” (Thorne & Smith, 2011, p. 274). What we present below
draws on this relationship and strengthens it.

PROCEDURE
Literature circles (Daniels, 2002) have been widely employed in
U.S. schools and later adapted into EFL classrooms (Furr, 2004) to
encourage a more student-centered approach to interacting with
novels. Research supports their effectiveness in aiding in
comprehension and for increasing the intrinsic motivation for
reading, among other benefits (Brown, 2002; Burns, 1998; Chiang
& Huang, 2005; Heydon, 2003). Literature circles produce an active
and engaged class involved in some form of literary analysis,
but we endeavored to adapt them into classes with a more
communicative emphasis and yet still maintain an academic focus
accounting for the needs and desires of present-day, tech-savvy
students. With some modifying of the literature circle format,
videos were substituted for books.
What we practice in our classrooms is similar to Daniels’s
(2002) recommendations and builds on a reading circle format
suggested by Royal (2007), wherein students
1. become “leaders” and choose a video;
2. are put into temporary random groups, with one leader per group;
3. watch different talks, each chosen by their group leaders;
4. use a worksheet prepared by their leaders to guide their understanding of
the talk;
5. advance topics for group discussion;
6. have their leader serve as the group moderator and facilitator, while the
teacher monitors the pace of each group;
7. introduce their talk and discussion points to their classmates when group
discussions are finished.

A student leader chooses one TED talk (see Appendix A for a list
of recommended talks students have used for this exercise) for
his or her group and is given adequate time to prepare a
worksheet (see Appendix B). Comprehension questions on the
worksheet are focused on main ideas and not on details. We
suggest that discussion questions be connected to the lives of
students, eliciting their opinions on how a topic may relate to
them, their society, or the world community. Appendix C

358 TESOL Journal

provides another option for discussion activities to more critically
analyze TED Talks.
Based on our experiences and feedback from students, groups
of four, including the leader, are ideal for this activity. In a 15-
week semester, meeting twice per week for 90 minutes, video
circles are conducted over several weeks, usually with one video
circle session per week. They may be biweekly to allow students
more time to prepare. One week prior to the in-class video circle
lesson, random groups are created and the leaders distribute their
worksheets to the members of their group.
During a video circle class, leaders first give a brief summary
of the talk’s key points to their respective groups. Together, they
then review the vocabulary and compare their answers for the
worksheet’s comprehension questions before moving on to the
discussion. Usually about 60 minutes is devoted to this part of the
activity. Should some groups finish earlier than others, the leader
uses the other group members’ discussion questions, and then
comprehension questions, until all of the groups are finished. The
wrap-up and review occur as each group leader presents a brief
summary of his or her talk to the rest of the class. The other group
members are encouraged to add comments at this time. Finally,
the other class members ask questions or contribute remarks.
For students who need additional scaffolding to benefit from
the video circle activity, TED Lite (Appendix D) and Instant TED
(Appendix E) offer students the opportunity to familiarize
themselves with the TED website, its content, and autonomous
learning. TED Lite leads students through two paragraphs of
summary and opinion writing and has students generate
vocabulary items and discussion questions as part of a short
presentation. Instant TED gives students initial exposure to TED
Talks, practice in writing questions, and the chance to analyze a
question’s efficacy in creating a fruitful discussion.

DISCUSSION
When learners begin their in-class discussions, they have had time
to apprise themselves of the talk’s theme. The worksheets have
also helped to scaffold the material. In this manner, language
learners can avoid problems in which insufficient content
Blended Learning: Praxis 359
knowledge prevents them from fully participating in class
discussions (Han, 2007). Moreover, learners are now better
positioned to acquire new information as they are operating
within a familiar context or within the zone of proximal
development (Lantolf & Pavlenko, 1995; Tanenhaus, Spivey-
Knowlton, Eberhard, & Sedivy, 1995; Vygotsky, 1962). This
results in conversations that flow more readily and confidently.
The group discussions afford students opportunities to think
critically and analyze the content of both the talks and the
discussions. Moreover, students are exposed to topics they
ordinarily would not consider and to opinions that differ from
their own, often leading them to question their own beliefs and
assumptions. As one student observed, “I could think that I don’t
think usually.” Another acknowledged, “I thought it is good to
think something in a new way that I’ve never thought.” Through
incorporating TED.com into the language classroom, students are
provided with a tool to foster creativity, to analyze and decipher
the value of information, and to contribute to and access real-
world settings and current events.
The autonomy promoted when students select a talk of their
choice, create a worksheet, and lead a discussion helps them
recognize clear benefits and take responsibility for (and further
embrace) their learning. One student commented, “TED Talks is
the best activities. I choose the topic I like, and study it, and
think some questions, and explain to everyone. I think this is the
best way to learn English.” This generation’s increasing comfort
with and dependence on digital media makes it no longer
prudent to keep students or their interlanguage confined to
classrooms.
TED.com also furnishes students with an avenue for
improving their English abilities independently because the
website can be accessed at any time via an Internet connection.
Accordingly, students can learn ubiquitously, as the following
comments attest: “I like listening to TED and watching it when
I’m free, I always watch it and will continue doing it”; “I got
TED’s application on my iPhone, so I can watch anytime.”
Additionally, social networking sites (e.g., Twitter, Google+,
Facebook) continue to expand the opportunities for students to
360 TESOL Journal
interact in multicultural environments outside of the language
classroom. Thus, TED.com gives students a platform that is
easily accessible and navigable, and video circles equip them
with the critical skills to better understand and contribute to
important global dialogues. It is therefore vital to expose learners
to the varieties of English they are likely to encounter in these
diverse communities.
With estimates of L2 speakers of English outnumbering first
language (L1) speakers two to one (Graddol, 2000), it is incumbent
upon English teachers to introduce World Englishes in their
classrooms. This exposes students to the language scenarios they
are more likely to encounter. With an international assemblage of
TED presenters proffering diverse and progressive ideas, students
gain easy access to more authentic language settings. Students
claimed that “many speakers were from many different countries,
so I could learn difficulty of native English” and “sometimes TED
is difficult to hear English (intonation, accent).” These comments
illustrate the need to bring students into more regular contact with
the global English environment.

CONSIDERATIONS
Two recurring difficulties surface with this activity: the range of
difficulty with some of the TED Talks and an overreliance on aural
and verbal modes of communication. Many students have
acknowledged that the material can be difficult; however, they
more often see the importance of challenging themselves. As one
student wrote, “It is difficult for me, but good for us.” Another
noted, “TED Talk is a little difficult for me, but I think it makes me
more smart.” Ultimately, learners realize the benefit of engaging in
this kind of activity. Regarding the latter issue, we suggest offering
other modes of discourse for students to express their ideas. These
include opportunities for extending in-class discussions via learner
management systems such as Blackboard or Moodle, or on social
networks such as Facebook. Additionally, TED Lite can be utilized
to place equal demand on written output as on verbal
performance. We feel these other outlets also serve students who
are better able to express themselves through writing or other
multimedia forms of expression.
Blended Learning: Praxis 361
CONCLUSION
TED.com is a highly effective vehicle for meaningful L2
instruction. The technology engages students, the topic complexity
inspires them, and the self-directed autonomy keeps them
invested in their learning trajectories. This framework also serves
to raise awareness of global issues and to expose students to a
wide assemblage of World Englishes, thus providing learners with
an opportunity to participate in a global dialogue that will merge
with their future needs as world citizens. As practitioners bring
these activities into the classroom, we recommend that they adapt
the materials presented here for their localized teaching
environments. In this manner, as we have fine-tuned and made
changes to the development of this procedure for our own needs,
practitioners too can ensure that their activities are meeting the
localized learning demands of their students. In this manner,
TED.com lends itself to productive lessons that merge student
needs with a modern paradigm of learning.
The activity outlined herein is consistent with recent L2 research
that calls for greater attention to social media tools as learning
opportunities in and outside of the classroom. This framework and
the theory that informs its practice also strengthen the bridge
between technology and L2 acquisition and contribute to a
constantly expanding dialogue between the two. Further, this
framework challenges earlier criticisms of e-learning that highlight
the danger of removing the social aspect from education (Chen
et al., 2007; Tayebinik & Puteh, 2012; Zemsky & Massy, 2004). In the
L2 context, we believe that the activities proposed here do the very
opposite: They widen the social dimension onto a global plane.

THE AUTHORS
Gary G. Fogal is a doctoral candidate in the Second Language
Education Program at the Ontario Institute for Studies in
Education, University of Toronto. He has recently published Global
Focus: Integrated Skills Through Cultural Events, an ELL textbook
designed for advanced learners.

Floyd H. Graham III is an assistant professor in the Intensive

English Studies Program at Kansai Gaidai University, in Osaka,
362 TESOL Journal
Japan. He received his MA in second language studies from the
University of Hawai’i at Manoa.

Anthony G. Lavigne received his MATESOL at the School for

International Training, in Vermont, United States. He has taught
for 10 years in Switzerland, Korea, the United States, and Japan.
His research interests include global issues and cooperative,
task-based, blended learning. He currently resides in Osaka,
Japan, with his wife and daughter.

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APPENDIX A

Recommended List of TED Talks

(TED.com is frequently updated. Instructors are encouraged to visit the

site and preview new videos for instructional use.)

1. Barry Schwartz: The Paradox of Choice

2. Gever Tulley: 5 Dangerous Things You Should Let Your Kids Do
3. Chimamanda Adichie: The Danger of a Single Story
4. Aimee Mullins: It’s Not Fair Having 12 Pairs of Legs
5. Dave Meslin: The Antidote to Apathy
6. PW Singer on Military Robots and the Future of War
7. Adora Svitak: What Adults Can Learn From Kids
8. Neil Pasricha: The 3 A’s of Awesome
9. Isabel Allende: Tales of Passion
10. Yann Arthus-Bertrand Captures Fragile Earth in Wide-Angle
11. Jonathan Klein: Photos That Changed the World
12. Nic Marks: The Happy Planet Index
13. Sir Ken Robinson Says Schools Kill Creativity
14. Derek Sivers: Keep Your Goals to Yourself*
15. Ric Elias: 3 Things I Learned While My Plane Crashed*
16. Richard St. John: 8 Secrets of Success*
17. Mark Bezos: A Life Lesson From a Volunteer Firefighter*

*Indicates shorter talks suitable for Instant TED.

Blended Learning: Praxis 367

APPENDIX B

TED Video Circle Worksheet Sample

Neil Pasricha: The 3 A’s of Awesome

http://www.ted.com/talks/lang/eng/neil_pasricha_the_3_a_s_
of_awesome.html

Vocabulary

1. They settled in a shady suburb about an hour east of Toronto.

Shady (adj.) -
2. So you can’t actually see them, but it was breathtaking, believe me.
Breathtaking (adj.) -
3. An economy was wobbling on the brink of collapse.
Wobble (v.) -
4. My wife summoned the courage to have a very honest conversation.
Summon (v.) -
5. Although I should say that my traffic did skyrocket and go up by 100 percent.
Skyrocket (v.) -
6. Rosey Grier is just such an authentic person.
Authentic (adj.) -
7. –
8. –

Comprehension Questions
1. Why does he start the website called 1000awesomethings.com?
2. What are the three A’s of awesome? Explain each of them.
3. What does he say our life will be like if we live by his advice?
4. (YOUR OWN QUESTION)

Discussion Questions
1. According to the article, Neil Pasricha won the best blog in the world award.
Why do you think his blog was a great success?
2. Do you think the three A’s of awesome are important to enrich your life?
Why or why not? What else is important and why?
3. Do you think 100 years is enough or not enough time to enjoy your life?
Why or why not? What are some things you want to do before you die?
4. (YOUR OWN QUESTION)

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APPENDIX C

TED Critical

This format for TED presentations is for advanced students

(CEFR: B2, C1, C2) who have become familiar with the TED
website. Students are asked to advance their understanding of
the TED Talks and deliberate over points of contention or
exceptional points in the talks. This format follows the TED
video circle format (Appendix A), in which students summarize
and report on the video content and have discussions about the
issues.

Presenter’s Role
1. Create four comprehension questions.
2. Create four discussion questions (Question 1 should be your “best” question).
3. A Vocabulary Word List is not required in this format.

While you are leading your group, go through only the

comprehension questions and your first discussion question. The
rest of the time should be spent dealing with TED Talk critiques
(see below). If you go through all the critiques, return to your
discussion questions and go through Questions 2–4.

Student’s Role
As the student you no longer need to hand in your vocabulary
work. (I will trust you to do this on your own, given the
understanding that the vocabulary is, at times, essential for
understanding the talks.) Instead of the vocabulary, you are now
responsible for producing a critique of the talk. When class begins,
please have the following:
1. Your answers to the comprehension and discussion questions
2. A typed critique (about a paragraph in length) in which you answer these
questions:

a. What’s the problem? Or what works well?

b. Why is it a problem? Or why does it work well?
c. What is an alternative/solution to the problem? Or what is another
approach to the issue that may be just as valuable?

Blended Learning: Praxis 369

 d. What did you learn from this problem (how can you avoid making the
same mistake)? Or what did you learn that was positive that you can
adopt in your own work?

Samples from Previous Students

1. Talk on synthetic happiness versus natural happiness
There is nothing in this world that is synthetic; he’s confusing us with his
word choice just to try and make a point.
2. Talk on “tribes”
Tribes is just another word for sub-culture; don’t try and make yourself
sound like you have this great new idea when you’re taking an idea that has
been around for decades and just twisting it.
3. TED Talks in general
Shorten the longer talks to 15 minutes and then open up a Q&A session. Not
being able to challenge the speaker gives him/her this god-like, omniscient
quality.

If you are the presenter you do not need to hand anything in

to me—i.e., you do not need to produce a critique.

APPENDIX D

TED Lite

In Preparation
You will watch a video of your choice and take notes on it. Based
on your notes, you will write a summary and your impression.
Highlight the important points of the video in the summary. In
your impression, speak about why you liked or didn’t like the
video and how this video connects to the world and the
community you live in.
In addition, you will teach your classmates two new
vocabulary words that you learned in the video.
Finally, you will create one discussion question and talk with
your classmates about it. The discussion question should promote
discussion—lots of talking. Connect the topic from the TED Talk to
your classmates’ lives. How is the topic relevant for where you
live? The world? The future? Global issues? Everybody should

370 TESOL Journal

have a different opinion or a different reason why they feel a
certain way.
There will be no reading for this presentation. By watching the
video and writing the summary and impression, you will learn the
video. Trust yourself! You are allowed to use one note card to help
you with your speech.
Before your presentation day, you will send me an email of
your summary, impression, vocabulary words, and discussion
question.
Go to the TED Talks website and (1) watch any presentation of
your choice, (2) write a summary, (3) write your impressions/
reactions to it, and (4) share it with your classmates (a simple
impression/reaction, for example, would be whether you agree
with the speaker and why; you must explain your opinion), (5)
include two vocabulary items below the summary, and (6) create
one discussion question that personalizes the TED content for your
classmates and asks them to think critically about an issue from
the video.
This should be typed (double-spaced, font size 11 or 12) and
brought into class on the day it is due.
The website URL is: http://www.ted.com/talks

On the Day TED Is Viewed in Class

1. The group starts out by deciding the order of presenters.
2. The first presenter begins with a casual, introductory conversation about his
or her video (e.g., So what did you think?).
3. The presenter uses a note card or memory to summarize the main points of
the video for the group (NO reading of the prepared summary). Then, he or
she asks the group members if they understood the video and had any initial
thoughts regarding comprehension.
4. The presenter gives his or her impression of the video, discusses the points
he or she agreed/disagreed with, the video’s relevance to his or her commu-
nity, to college students, culture, and so on. At this point, the group mem-
bers can speak freely with each other about their various opinions.
5. Vocabulary items are clarified. Reference to a contextual example or the
word usage in the TED script may be necessary to aid understanding.
6. Finally, the presenter introduces his or her discussion question and elicits
a response from all group members, asking for viewpoints, opinions, and
so on.

Blended Learning: Praxis 371

APPENDIX E

Instant TED

Instant TED may be used as a stand-alone lesson or as a warm-up

and practice for video circles. It may also serve as an initiation into
creating comprehension and discussion questions. The design of
this format targets intermediate learners (although we have
employed it in advanced classes). With time, students can build
up to the video circle activity. Shorter TED Talks may also make
the material more accessible, especially for initial experiences with
this procedure.

Procedure
1. A short TED Talk of less than 10 minutes is previewed by the teacher for
appropriateness and ease of comprehension.
2. (OPTIONAL) A copy of the script in the student’s L1 and/or English may be
distributed for the students to read through. This may aid comprehension.
3. The teacher explains that each student will create two to three comprehen-
sion questions—focusing on main ideas, not details—and two to three
related discussion questions (how is this topic connected to you, to your
culture, to the global community, and so on). The teacher may also ask stu-
dents to record two to three vocabulary words.
4. The TED Talk is shown with L1 subtitles (via online streaming or a down-
loaded copy of the talk).
5. The TED Talk is shown again with English subtitles.
6. In pairs, students discuss their initial impressions of the talk for a couple
minutes. The talk may also be reviewed again at this time, if necessary.
7. Time is allotted for generating questions. The teacher circulates, offering
assistance.
8. Students are placed in groups of three to four, share their comprehension
questions, and then choose the best two to three questions. These are writ-
ten on a blank sheet of paper.
9. The same is repeated for the discussion questions. Students should be
asked to record two to three questions they feel will inspire the most dis-
cussion or will produce opinions they are interested in hearing.
10. If the teacher chooses to require vocabulary items, the same procedure is
followed.

Once the sheets are complete, the teacher may (1) have
students read their questions (and vocabulary) aloud or write the
questions on the board, analyzing their strengths or where they
372 TESOL Journal
need improvement, or (2) have groups exchange papers to discuss
and answer the questions. At this time, the teacher may also write
additional questions on the board for discussion. A final 5–10
minutes can be dedicated to ending the lesson by opening the
whole class to the discussion or for the instructor to make teaching
points regarding the questions, comprehension issues, the topic
itself, a group discussion analysis, comments about personal
relevance, and so on.

Blended Learning: Praxis 373