What was the goal?
The goal of the project was to create an evidence-based teaching proposal in the form of a flipped classroom lesson plan for a foreign language course in lower secondary school. The project investigated how the flipped classroom method could be applied in language education and what its expected benefits would be compared to traditional teaching.
How did the project proceed?
The project began with the formulation of the research question and was conducted through bibliographic research. Sources were identified via Google Scholar using keywords such as “flipped classroom” and “foreign language teaching.” Selection criteria included peer-reviewed publications from the last decade. The sources were then evaluated through thematic analysis to identify patterns and trends.
What were the results?
The project outlined specific steps for implementing the flipped classroom in language education. These included teacher preparation through creating or finding suitable educational material, preparing students by explaining how the flipped classroom works, familiarizing both teachers and students with educational platforms for sharing materials, and using classroom time for discussion, resolving questions, and interactive activities aimed at consolidating knowledge. The recommended materials included video lectures, presentations, and worksheets, while in-class activities focused on collaborative work and guided problem-solving. The key benefits identified were enhanced active participation and deeper understanding of the material. The project concluded that the flipped classroom offers an innovative alternative to traditional teaching that emphasizes active student participation, responding to the educational community’s ongoing search for ways to improve the learning experience.