Efficacy of Flipped Classroom and Literature in ESL And EFL: A Revision of a Case Study

dc.contributor.authorMacías Borrego, Manuel
dc.date.accessioned2024-12-18T15:20:13Z
dc.date.available2024-12-18T15:20:13Z
dc.date.issued2024-03-15
dc.description.abstractWe present here a case study that aims to determine to what extent Flipped Classroom is a valid way to introduce difficult and demanding reading texts in the ESL EFL classroom in a university course of English language. In the case of the study, the content objective is the introduction of the reading of passages from Macbeth written by William Shakespeare in a specialized university course for English language students whose linguistic competence is in the region of B2 CFRL. This study revisits some of previously obtained data and crosses these new items with new data gathered during the research described in this paper. We obtain some interesting findings that support the hypothesis that using alternative teaching methods, as Flipped Classroom, can be a valid tool to introduce demanding texts in an environment as the one here described.
dc.identifier.citationMacías Borrego, M. (2024). Efficacy of Flipped Classroom and Literature in ESL And EFL: A Revision of a Case Study. Integrated Journal for Research in Arts and Humanities, 4(2), 42–48. https://doi.org/10.55544/ijrah.4.2.6
dc.identifier.doi10.55544/ijrah.4.2.6
dc.identifier.issn2583-1712
dc.identifier.urihttps://hdl.handle.net/10115/43537
dc.language.isoen
dc.publisherStallion Publication
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectInglés
dc.subjectAula Invertida
dc.subjectFlipped classroom
dc.subjectDidáctica
dc.titleEfficacy of Flipped Classroom and Literature in ESL And EFL: A Revision of a Case Study
dc.typeArticle

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