FLIPPED CLASSROM FACING ENGLISH LANGUAGE SKILLS: THE CASE OF THE STUDENTS FROM THE CIENCIAS MÉDICAS Y CLÍNICAS FACULTY, UDELAS, SANTIAGO HEADQUATER
DOI:
https://doi.org/10.61209/re.v1i2.19Palabras clave:
Flipped Classroom, Language skills, To teach, To learn, Student-Centered Approach, Communicative competenceResumen
The purpose of this study was to evaluate the use of Flipped Classroom to help improve the English language skill of UDELAS students at the Santiago headquarter.
The researcher decided to carry out an action research under the quantitative paradigm.
Two test were applied: a test prior to the start and a test at the end of the last week of classes, after treatment (Flipped Classrom).
After the intervention, the researcher was able to notice that the use of the Flipped Classrom teaching model had a positive effect on the languafe skills of the students.
Nearly all students went on to have very good proficiency in reading comprehension in English. Most od there students significantly improved their language proficiency in their conversational strategies, their vocabulary, as well as their grammatical proficiency in English. More than half of these students managed to significantly improve their listening comprehension skills.
