The Impact of Flipped Learning on the Language Performance and Attitudes of Beginning Spanish as a Second Language Learners
Date of Award
Master of Arts (MA)
Department of Languages, Literatures, and Cultures
Montserrat Dr. Mir
The present study evaluated student academic performance on grammar focused tasks in a Spanish L2 flipped classroom compared to a non-flipped classroom as well as examined learners’ attitudes towards the implementation of the flipped model in the Spanish L2 instruction. This research included a between-group design, which involved a control group being instructed via a flipped approach and a comparison group learning the same material under a non-flipped model; and a within-group design with a group of learners combining these two different methodologies during one semester. Results in grammar-focused pre and post-tests indicated that Spanish L2 learners did not improve their target language performance notably more in the flipped learning approach than in the non-flipped learning format. In fact, findings in the within-group analysis indicated that students performed better in the non-flipped model of instruction. Student answers in an end-of-semester questionnaire showed that learners in this study had mainly negative opinions towards the flipped learning approach. Despite having pointed out some positive features, learners manifested a clear preference for the teacher explaining grammar concepts in the classroom and highlighted a great number of disadvantages of the flipped model, especially regarding level of understanding and difficulty, grading system and lack of clarification.
Dimas, Susana, "The Impact of Flipped Learning on the Language Performance and Attitudes of Beginning Spanish as a Second Language Learners" (2022). Theses and Dissertations. 1633.
Imported from Dimas_ilstu_0092N_12286.pdf