Aportaciones del Flipped learning y Zoom a la enseñanza de la Conversación
Contributions of Flipped Learning and Zoom to the Teaching of Conversation
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In times of COVID-19 we were forced temporarily to relocate face-to face Spanish Conversation classes to the virtual classroom. We designed a class based on the Flipped learning methodology applied entirely online. This was done through the use of Power Point presentations to transmit the content, and the Zoom platform for oral practice. The students’ evaluation of the course was highly satisfactory. Therefore, we asked ourselves what can we learn from the online experience and how it can contribute to improve face-to-face classes. The present work is a descriptive qualitative study in which we analyze quantitative and qualitatively the aspects of the methodology used online that have been beneficial for South Korean students learning Spanish Conversation. Subsequently, we analyze which of the beneficial aspects can be transferred to the face-to-face class. The results show that the learning expectations of the majority of the students were met. Self-study of the contents; authentic audiovisual materials before the communicative practice; easy access to the internet to search for words; as well as a variety of activities, favored the learning of the Conversation. Moreover, there was a greater use of L2, which is also attributed to practice through randomly assigned group rooms in Zoom, and a more equitable distribution of speaking turns. These are aspects that, in a different way, can be applied in the classroom, favoring the learning of Conversation, especially with students who are reluctant to speak.
Abstract
In times of COVID-19 we were forced temporarily to relocate face-to face Spanish Conversation classes to the virtual classroom. We designed a class based on the Flipped learning methodology applied entirely online. This was done through the use of Power Point presentations to transmit the content, and the Zoom platform for oral practice. The students’ evaluation of the course was highly satisfactory. Therefore, we asked ourselves what can we learn from the online experience and how it can contribute to improve face-to-face classes. The present work is a descriptive qualitative study in which we analyze quantitative and qualitatively the aspects of the methodology used online that have been beneficial for South Korean students learning Spanish Conversation. Subsequently, we analyze which of the beneficial aspects can be transferred to the face-to-face class. The results show that the learning expectations of the majority of the students were met. Self-study of the contents; authentic audiovisual materials before the communicative practice; easy access to the internet to search for words; as well as a variety of activities, favored the learning of the Conversation. Moreover, there was a greater use of L2, which is also attributed to practice through randomly assigned group rooms in Zoom, and a more equitable distribution of speaking turns. These are aspects that, in a different way, can be applied in the classroom, favoring the learning of Conversation, especially with students who are reluctant to speak.
참고문헌 (19)
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