Working on the pedagogical implications

This part is still under construction  and these are some attemps:

The blended course we created during this study, avoid routine using the textbook and traditional teaching models because the enjoyable activities in every module trigger the children motivation, their creativity and their second language skills specifically in terms of vocabulary acquisition.

We feel it is necessary to continue analyzing the usefulness of blended learning environments for very young children in order to design a coherent syllabus which may respond to young learners' needs, profiles and their preferences. Lesson plans focus on the use of new technology tools would be very useful for full-time schoolteachers. Based on Lewis (2004) suggests, there hardly exist any didactic proposals of how young learners could do foreign language work using Internet-based technology.

Developing the blended course, very young learners had different opportunities both in and out the classroom to make decisions about the activities in every module, to develop their independent work, to enhance their autonomy and their skills to work with their parents in a collaborative way.

The created blended course is a good strategy to help very young learners to acquire new English vocabulary.

Very young children learn better interacting with their parents at home. So, it is crucial to involve them in their children education process.

Finally, since every single stage during the process gave us elements to reflect about the next module of the blended course to improve the instructions and to continue favouring the children profiles, the study met the expected results achieving the main and specific objectives we met at the beginning of the process. We would like to continue working on action research projects and enriching our professional performance with meaningful learning strategies and technology tools that we can apply in the classroom with our very young learners as blended learning.