Designing for Ab Initio Blended Learning Environments: Identifying Systemic Contradictions

In recent years, Computer Assisted Language Learning (CALL) has become more accessible than ever before. This is largely due to the proliferation of mobile computing devices and the growth of open online language-learning resources. Additionally, since the beginning of the millennium there has been massive growth in the number of students studying a foreign language in the European Union (Eurostat, 2012). Unfortunately, according to the Education and Training Monitor 20162 , within formal education at all levels, there is a lack of guidance regarding the integration of CALL tools with face-to-face classroom instruction. This is particularly in relation to lower-level language instruction. This paper presents some preliminary findings of the author's doctoral research project that addresses the question: what contradictions and tensions emerge in ab initio blended language learning courses? Capturing the development of human activity in complex learning environments and the difficulties that manifest themselves therein is a challenging methodological task. This paper proposes that Cultural-Historical Activity Theory (CHAT) is a useful conceptual tool for Blended Learning (BL) researchers in identifying emerging contradictions with complex learning environments. [For the complete volume, see ED578177.]