Inverted Classroom (IC) or Flipped Learning (FL) as a Pedagogical Mediation Method Applied in an Integrated English Course for Other Specialties at Universidad Nacional (UNA), Costa Rica
DOI:
https://doi.org/10.15359/rep.12-1.5Keywords:
Flipped Teaching (FT), English Teaching approaches, teaching practices, case study, pedagogical mediationAbstract
This paper summarizes the results of a case study directed to describe what actually happens with the implementation of the Flipped Teaching Approach in a group of intermediate students of English at the English for Other Majors Program at Universidad Nacional, Costa Rica. The study provides some insights into those activities used as pedagogical mediation tools within the English classroom, the teacher’s role and the students’ academic performance in a 120-hour program which lasts 17 weeks. This investigation considers students’ interest and motivation towards the learning of a foreign language and the incorporation of new technologies and the usage of social media tools. The information was collected through the use of a diagnostic exam, classroom observations, and interviews to the students, with the implementation of several of the principles on which this teaching methodology is based. This article describes the methodology followed, problems encountered, and achievements during this period. The information and results obtained will be analyzed and then, some general conclusions regarding pertinence and impact will be drawn.
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