Seeing Innovation from Different Prisms: University Students' and Instructors' Perspectives on Flipping the Spanish Language Classroom

Autor/inn/en	García-Allén, Ana; Taylor, Shelley K.
Titel	Seeing Innovation from Different Prisms: University Students' and Instructors' Perspectives on Flipping the Spanish Language Classroom
Quelle	In: Language Learning in Higher Education, 13 (2023) 1, S.105-125 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2023-2004
Schlagwörter	Flipped Classroom; Teaching Methods; Instructional Innovation; Second Language Learning; Spanish; Course Content; Active Learning; Comparative Analysis; Student Attitudes; Language Proficiency; Grammar; Lesson Plans; Teacher Attitudes; Personal Autonomy; Learner Engagement; Modern Languages; Age Groups; Language Teachers; Foreign Countries; Undergraduate Students; Foreign Students; Student Characteristics; Interactive Video; Canada + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Zweitsprachenerwerb; Spanisch; Kursprogramm; Aktives Lernen; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Grammatik; Lesson planning; Unterrichtsplanung; Lehrerverhalten; Individuelle Autonomie; Gegenwartssprache; Age grop; Altersgruppe; Language teacher; Sprachunterricht; Ausland; Interaktives Video; Kanada
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01