Abstract:

The amount of research implementing blended learning environments in different educational contexts has grown swiftly during the last years (Yang, Sun & Liu, 2017). Within these blended learning environments, it is worth mentioning the growing popularity of the flipped learning model (Bergmann & Sams, 2012) in the EFL field. This methodology, which involves the use of video lectures before the start of the class, practice problems as homework, and group-based activities during the in-class time (Bishop & Verleger, 2013), has been a matter investigation in the EFL field as shown by the numerous articles published in high-ranked international journals (e.g. Yang, 2017; Hsieh, Wu & Marek, 2017). Normally, the flipped learning literature in the EFL field presents a positive effect of this type of methodology on different EFL skills. However, due to the constant development of new technological tools, the possibilities of incorporating flipped learning processes to blended learning models such as the flipped classroom have been increased. Mobile learning is no exception and different applications could be use to develop flipped learning processes. For example, the use of social networking platforms such as Instagram or WhatsApp become available resources for language learning processes following a flipped approach. In this context, the present investigation explores several tools for flipped learning in EFL and presents a case study in which the application Instagram was put into practice to foster language teaching and learning.

Keywords:

Mobile learning, Flipped learning, Flipped model, EFL, Social Networks, Flipped learning tools.