The Impact of Flipped Learning on the Language Performance of Beginning Spanish as a Second Language Learners

Abstract

The present study evaluated student academic performance on grammar focused tasks in a Spanish L2 flipped classroom compared to a non-flipped classroom. This research included (i) 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; (ii) and a within-group design with a group of learners combining these two different methodologies during one semester. The research question was assessed through six pre and post-tests. Results in grammar-focused pre and post-tests in the between-group analysis indicated that Spanish L2 learners did not notably improve their target language performance 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.

Keywords

• flipped-classroom approach
• Spanish L2
• Student academic performance
• Grammar-focused tasks