Volume 15, Issue 2 August 2019, pp. 41–62
Evaluating a flipped intermediate Spanish course through students and instructor’s perceptions
Nadia V. Jaramillo1
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.
© Nadia V. Jaramillo
This work is licensed under a Creative Commons Attribution 4.0 International License.
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
Insights from replication on the factors affecting task engagement in mobile-based learning activities
Technology in Language Teaching and Learning Published: 28 June, 2019, Volume 1(1), 33–51.
Syntactical and lexical development in NNS-NNS Asynchronous CMC
The JALT CALL Journal Published: 31 December, 2005, Volume 1(3), 33–49.
Investigating an intelligent system for vocabulary learning through reading
The JALT CALL Journal Published: 31 December, 2013, Volume 9(3), 259–274.
Review of Developing writing skills for IELTS: A research-based approach
Australian Journal of Applied Linguistics Published: 28 April, 2021, Volume 4(1), 34–36.
Making global knowledge accessible to EFL speakers of an undergraduate leadership program through a flipped and ubiquitous learning environment
Nobue Tanaka-Ellis, Sachiyo Sekiguchi
Technology in Language Teaching and Learning Published: 28 June, 2019, Volume 1(1), 3–20.
Encouraging autonomy through the use of a social networking system
The JALT CALL Journal Published: 30 April, 2014, Volume 10(1), 69–80.
Exploring EFL teachers’ professional identity development in a CALL teacher preparation program
Hussein Meihami, Rajab Esfandiari
The JALT CALL Journal Published: 25 August, 2021, Volume 17(2), 135–157.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Díaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
Reframing and hospicing mobility in higher education: Challenges and possibilities
Adriana Raquel Díaz, Marisa Cordella, Samantha Dispray, Barbara E. Hanna, Anna Mikhaylova
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 106–121.