The Flipped Classroom and its Application to the Teaching of English as a Foreign Language
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2017-07-06
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Jaén: Universidad de Jaén
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[ES] El presente estudio se ha llevado a cabo con el objetivo de adquirir conocimientos sobre la Clase Inversa (CI) y su aplicación a la enseñanza y aprendizaje del inglés como lengua extranjera y pretende superar la falta de investigaciones conducidas en este campo hasta la fecha. Con este fin, se ha llevado a cabo un estudio transversal para identificar los recursos más efectivos a la hora de implementar la CI al aprendizaje de la lengua extranjera, las potenciales barreras que pueden encontrar los estudiantes que se enfrentan a una clase inversa and las principales ventajas y desventajas que implica este método. Para lograr estos objetivos, la investigación ha contado con un diseño tanto cuantitativo como cualitativo y se ha llevado a cabo con cuatro grupos de estudiantes de 2º y 3º de ESO, tanto bilingües como no bilingües y seis profesores de inglés del IES Heliche de Olivares, Sevilla.
[EN] The present study has been conducted in order to gain insights into the Flipped Classroom (FC) and its application to the teaching and learning of English as foreign language (EFL) and aims to supersede the lack of research conducted on this field to date. To this end, a cross-sectional study has been conducted to identify the most effective resources for the implementation of the FC to foreign language learning, the potential barriers students may find when facing a FC course and the main assets and pitfalls this teaching method entails. In doing so, the study has involved both quantitative and qualitative research design and it has been conducted within four groups of bilingual and non- bilingual students in the 2nd and 3rd years of Compulsory Secondary Education, and six English teachers from IES Heliche in Olivares, Sevilla.
[EN] The present study has been conducted in order to gain insights into the Flipped Classroom (FC) and its application to the teaching and learning of English as foreign language (EFL) and aims to supersede the lack of research conducted on this field to date. To this end, a cross-sectional study has been conducted to identify the most effective resources for the implementation of the FC to foreign language learning, the potential barriers students may find when facing a FC course and the main assets and pitfalls this teaching method entails. In doing so, the study has involved both quantitative and qualitative research design and it has been conducted within four groups of bilingual and non- bilingual students in the 2nd and 3rd years of Compulsory Secondary Education, and six English teachers from IES Heliche in Olivares, Sevilla.