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ERIC Number: EJ1380417
Record Type: Journal
Publication Date: 2023
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2191-611X
EISSN: EISSN-2191-6128
Available Date: N/A
Seeing Innovation from Different Prisms: University Students' and Instructors' Perspectives on Flipping the Spanish Language Classroom
García-Allén, Ana; Taylor, Shelley K.
Language Learning in Higher Education, v13 n1 p105-125 2023
This article focuses on the implementation of a flipped classroom approach in two different levels of Spanish foreign language university courses for beginner and intermediate learners. The flipped classroom approach delivers course content that prioritizes both digital technology and active learning. Despite its potential advantages in the language classroom, empirical research in this area remains limited. The present study addresses the gap by investigating the effects of the flipped classroom approach on Spanish as a foreign language by comparing student attitudes in flipped and traditional classrooms in beginner and intermediate Spanish courses at a university level. Specifically, this research explores the use of the flipped classroom approach in a second language classroom as a way to present grammar content prior to the in-class lesson and compares the results to those of a traditional, lecture-like delivery of the same grammar content. Drawing on data elicited from students and instructors in these course levels, this study investigates student and instructor perceptions, as well as student autonomy, engagement, and achievement through a qualitative lens. By foreign language (FL), the authors mean modern language (ML), as strongly suggested by the European Commission.
De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A
Author Affiliations: N/A