Volume 15, Issue 2 August 2019, pp. 41–62 
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Evaluating a flipped intermediate Spanish course through students and instructor’s perceptions
Nadia V. Jaramillo1
1 Oregon State University, USA 
DOI: https://doi.org/10.29140/jaltcall.v15n2.172
Abstract
This case study examined students' and their instructor's perceptions and experiences in a flipped intermediate Spanish course which aimed to leverage class time for more interactive and communicative tasks to increase the use of language. Through student surveys and instructor interviews, this study found contrastive perspectives between the students' and instructor's experiences. Results from student surveys showed that their perceptions were lower but positive at the end of the course when compared to the start of the course. In contrast, the instructor had mixed perceptions before and after the course. Discussion of these contrastive perceptions and experiences are presented, as well as of online tasks and classroom activities. In addition, implications are presented in light of increasing our understanding of the affordances that flipped learning offers for language learning, learners' agency, and instructor's support.
Copyright
© Nadia V. Jaramillo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Suggested citation
Jaramillo, N.V. (2019). Evaluating a flipped intermediate Spanish course through students and instructor’s perceptions. The JALT CALL Journal, 15(2), 41–62. https://doi.org/10.29140/jaltcall.v15n2.172
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