Flipped and games: Implementación de aula invertida con gamificación para potenciar los procesos de enseñanza y aprendizaje del inglés en grado segundo en el Colegio Bilingüe Richmond en Bogotá

Abstract

The following innovation project aims to establish the effects of the implementation of the ‘flipped classroom’ methodology on the autonomy and study habits strengthening as well as the optimization of class time in the teaching-learning processes of a foreign language (English) in second grade students of a private and bilingual school in Bogotá. This methodology was implemented during the first and second academic terms, and through the usage of both digital and analog tools. Students (and parents) had early access to ELA class material, which was presented through videos and gamified narratives. Once students reviewed the assigned material, they were able to have some active practice spaces in their classroom; furthermore, during the in-person classes, the teacher was able to verify that the shared content was clear and ready to be effectively used. Moreover, the teacher had the chance of individualizing the process of each student by focusing on their learning rhythms and styles, and by ensuring that the objectives established in the curriculum of the educational institution were met. This project was developed bearing in mind a qualitative action research approach, where the impact of the implemented methodology and digital resources in the classroom was analyzed in categories through the information collected from six students and registered on entries in flied journals, standardized tests and surveys. The results obtained provided information on the strengths of such implementation and the needs it has. Finally, each stage of the project was assessed, and opportunities for improvement and future research were proposed.