Evaluating a flipped intermediate Spanish course through students and instructor’s perceptions

Abstract

This case study examined students' and their instructor's perceptions and experiences in a flipped intermediate Spanish course which aimed to leverage class time for more interactive and communicative tasks to increase the use of language. Through student surveys and instructor interviews, this study found contrastive perspectives between the students' and instructor's experiences. Results from student surveys showed that their perceptions were lower but positive at the end of the course when compared to the start of the course. In contrast, the instructor had mixed perceptions before and after the course. Discussion of these contrastive perceptions and experiences are presented, as well as of online tasks and classroom activities. In addition, implications are presented in light of increasing our understanding of the affordances that flipped learning offers for language learning, learners' agency, and instructor's support.

Connecting in-class and out-of-class learning: Integrating online resources and blog writing for EFL proficiency enhancement

“…Incorporating technology, in this case a blog, enables teachers to "connect beyond the classroom with their students and provides continuity" for students' learning (Lawrence et al, 2020, p. 109). In addition, the pre-communicative nature of the online assignments, specifically blog writing, allowed students to prepare and focus on the lexical structure and meaning of class materials before participating in class discussions (Jaramillo, 2019). Language exposure, usage, and classroom assignments should be interwoven for optimal learning (Wong et al, 2015).…”

What do Malaysian ESL Teachers Think About Flipped Classroom?

“…The participants in their study mentioned that the challenges in the implementation of this approach include lack of supporting facilities, technical and technological problems, and the difficulty of producing flipped learning materials. As for the advantages, in-class activities involving discussion and presentation can increase classroom communication (Ansori & Nafi', 2019;Jaramillo, 2019). Khaled (2019) conducted a study to investigate EFL teachers' perceptions of the flipped classroom model in the Palestinian context.…”

Percepciones de estudiantes de magisterio sobre la escritura académica

“…Como señala este autor: "Se trata de una tecnología semiótica compleja de construcción de conocimiento y de comunicación mediata que interviene en los procesos de enseñanza y de aprendizaje, de comunicación y de evaluación, en instituciones terciarias y universitarias" (p. 23). En el contexto de la educación superior se han generado propuestas metodológicas para abordar la enseñanza de la escritura académica a partir de los géneros discursivos y resaltando el valor de lo académico disciplinar (Campillo-Ferrer et al, 2020;Iizuka, 2019;Jaramillo, 2019;Soler & Tecedor, 2018).…”