The Flipped Classroom Method Implementation to the Self-Management in Learning and Linguistic Skills Performance in EFL Face-To-Face Classes

Abstract

The present research study aims to determine the challenges and overcomes of implementing Flipped Learning to promote the development of self-management with a group of A1 students. This research was conducted with 16 A1-level students. The diagnosis made at the beginning of the course showed several difficulties in students understanding instructions and basic vocabulary given by the English teacher and a dependence on translator applications to translate each word spoken or written. This study was carried out for approximately three months in which the teacher held an instructional design with the Flipped method approach during 10 classes. The process included two cycles. The first comprises the first two classes of diagnosis and the second, the remaining eight classes of implementation of the methodological approach. Finally, this study showed that despite the implementation and accompaniment of the teacher, some difficulties persisted until the end of the research, such as the development of language skills and lack of technological resources and connections. On the contrary, the proposal turned out to be satisfactory in encouraging meaningful learning and the development of self-management skills.