Tipo: artículo

Metodología: revisión bibliográfica

Temas: aula invertida/flipped learning

Resumen:

Flipped learning has become a popular approach in various educational fields, including second language teaching. In this approach, the conventional educational process is reversed so that learners do their homework and prepare the material before going to class. Class time is then devoted to practice, discussion, and higher-order thinking tasks in order to consolidate learning. In this article, we meta-analysed 56 language learning reports involving 61 unique samples and 4,220 participants. Our results showed that flipped classrooms outperformed traditional classrooms, g = 0.99, 95% CI (0.81, 1.17), z = 10.90, p .001. However, this effect had high heterogeneity (about 86%), while applying the Trim and Fill method for publication bias made it shrink to g = 0.58, 95% CI (0.37, 0.78). Moderator analysis also showed that reports...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

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While the flipped learning approach has been widely implemented in science-relevant subjects, little empirical research has been conducted in language learning, particularly among low-proficiency learners. The present study aims to examine the pedagogical effects of flipped learning on low-proficiency students’ learning outcomes and attitudes (motivation and self-efficacy). An eight-week experiment was conducted on 52 low-proficiency learners who attended intensive English grammar classes in a national high school. The experimental group (EG) (27 students) learnt with the flipped approach whereas the contrast group (CG) (25 students) was taught through a conventional approach. The performance by...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

As one variant of the conventional flipped model, online flipped learning is increasingly implemented and it becomes important to explore how learners may be ready for it and how learner readiness may relate to motivation, attitude, and support. Informed by a multidimensional conceptualization of learner readiness and motivation and engagement, this study investigates the current situation of learner readiness, focusing on the moderating roles of learner attitude and environmental support in moderating the interrelationships between learner readiness and motivation and engagement in online flipped learning. Based on survey responses from 6,364 English learners across 11 Chinese universities, the results reveal that the students exhibited a generally high level of readiness for online flipped learning, though with significant...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

The Covid-19 pandemic required a transformation into innovative classroom pedagogies that expected language learners to become more active and shoulder more responsibilities than before. In this article, I report on my first experience of doing exploratory practice to examine online flipped classrooms used to develop English as a foreign language (EFL) students’ self-directed learning. In a classroom-based mixed-methods study, I examined and puzzled over classroom practices that may promote learners’ self-directed readiness in the context of a university-level writing class. The results indicated a significant increase in my students’ desire for learning and self-control. They also showed that learners need technical assistance and psychological support to increase their self-directed learning skills and become more self-directed and...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

Second language (L2) learning has largely occurred in the traditional lecture-based classroom setting. Studies show that the lecture format has an impact on student outcomes and perceptions of classroom learning. Negative impacts include insufficient time for reinforcement activities, reviewing lecture materials, and engaging in conversation between instructors and students. An innovative way to enhance L2 students’ classroom outcomes and perceptions is the inverted classroom pedagogy. This study assesses whether the inverted pedagogy leads to more positive student perspectives and higher student outcomes compared to traditional pedagogy in L2 classrooms in American Sign Language (ASL). In this study, student outcomes and instructor and student perceptions of inverted pedagogy for ASL are assessed using a mixed method design with one...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

The present study investigated the effects of integrating the flipped classroom (FC) with Massive Open Online Courses (MOOCs) on intermediate English as a foreign language (EFL) learners’ writing, measured in complexity, accuracy, and fluency (CAF). To this end, 60 university students with intermediate proficiency in English were randomly divided into experimental and control groups. The former experienced the FC integrated with MOOCs; the latter underwent traditional face-to-face classes. All participants took two essay writing tests: one at the beginning of the study as the pretest and another at the end as the posttest. The results showed that integrating the FC with MOOCs had a significantly positive effect on the experimental group’s writing in terms of CAF and its subcomponents. However, there was no significant difference...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: aula invertida/flipped learning

Resumen:

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Hoy en día existen variadas teorías que resultar ser la superación de los métodos tradicionales en la enseñanza de las lenguas. Una de ellas ha emergido como una estrategia que ofrece cambios novedosos, modificando la forma en la que convencionalmente la educación tradicional en donde se presentaba el conocimiento a través de un monologo manejado por el profesor. Se trata de la llamada metodología Flipped Classroom, su importancia se basa en la posibilidad de activar en los estudiantes el interés por el conocimiento, promoviendo el desarrollo de las competencias involucrándolos en el aprendizaje de una forma novedosa y activa.

Al considerar el contexto que ocupa a esta investigación, es...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: motivación

Resumen:

Este artículo se propone explorar la relación entre las innovaciones pedagógicas, el uso de las nuevas tecnologías en el aprendizaje de ELE y su impacto directo en el nivel de motivación del alumno. El principal objetivo de esta investigación, centrada en una metodología teórico-práctica, es demostrar que la creación de un clima de trabajo sano y la implicación cognitiva en el aprendiz tienden a disminuir la aparición de comportamientos perturbadores en clase, ya se trate de estudiantes jóvenes o universitarios. Además de definir los componentes de la motivación y la noción de prevención en gestión de clase, se presentarán estrategias de enseñanza así como propuestas didácticas inspiradas en el método inverso, y que suponen la utilización del laboratorio de lenguas junto con la plataforma pedagógica Moodle. Será posible observar que,...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

This study explores the potential of a pedagogical model based on Flipped Learning (FL) to support the development of speaking interaction skills in Spanish as a foreign language (SFL). A preliminary instructional framework grounded in FL principles was designed specifically for A2-level SFL learners, and its implementation was examined through a pre-experimental quantitative research approach. The study involved 20 Singaporean students enrolled in an A2-level SFL course who participated in an 11-week intervention using FL methodologies. Data collection included pre- and posttests focused on the speaking interaction component of the DELE (Diploma de Español como Lengua Extranjera) A2 exam. To address the research question—whether students' speaking interaction skills showed measurable changes after applying the FL model—the Wilcoxon...

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Tipo: artículo

Metodología: estudio empírico

Temas: Kahoot

Resumen:

In recent years, the use of Student Response System (SRS) technology in higher education settings has gained popularity as research demonstrates its effectiveness in achieving desired outcomes, especially when paired with peer interaction. This article explores students' perceptions of integrating the Game-based Student Response System (GSRS) Kahoot! in two Spanish flipped classrooms, supported by the Peer Instruction (PI) technique, at a university in Singapore. Adopting an action research approach, quantitative and qualitative data from 32 undergraduates were gathered through a questionnaire. The findings revealed that students perceived the use of Kahoot! to be beneficial in terms of: (1) increasing engagement and motivation to learn; (2) improving the understanding of concepts; and (3) contributing to a positive learning...

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