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In institutions of higher education, there seems to be a growing interest in blended learning courses, particularly at present to address the challenges posed by the COVID-19 pandemic. Although a multitude of studies are available on converting content courses to blended courses, very few studies focus on incorporating online learning into English for Specific Academic Purposes courses. This study describes a blended communication skills course on scientific communication for undergraduates that was transformed into a technology-enhanced learning (TEL) course as part of the university's initiative to incorporate online learning into its courses. More specifically, the objective of this paper is to explain how pedagogical practices were implemented in the blended course for optimal student learning and engagement using multimodal content and activities. It is hoped that this paper will provide some useful guidelines to practitioners on transforming traditional courses to blended courses that optimize student learning, especially in times when face-to-face teaching is disrupted.
Kathpalia et al. (Wed,) studied this question.