Abstract
The idea of promoting autonomous and collaborative learning in foreign language education and the meanings of enlarging learning opportunities for the learners, who have various backgrounds and motivations, by using ICT have been well recognized. On the other hand, limits brought about through using ICT have been pointed out as well. In this article, we have set up tasks with considering the learning processes of modeling, scaffolding and reflection prior to actual instructions in the blended-learning courses, and then we have observed the learners’ learning activities and the effects on face-to-face classroom education. As a result, in the process of coping with the tasks on Moodle, the formation of learning communities, many exchanges of comments and opinions and the collaborative atmosphere among the learners have been recognized. Thus, ICT serves as a tool which produces new type of learning environments working with face-to-face classroom education as well as compensates what is lacking in it.
