Abstract:

Flipped teaching is an instructional strategy in the form of blended learning that focuses on student engagement and active learning. It intentionally shifts instruction to a learner-centred model in which time in the classroom is used to explore curricular content in greater depth and create meaningful learning opportunities while students are initially introduced to new topics outside the classroom. In the flipped teaching model presented in this paper, 'content delivery' takes the form of a Massive Open Online Language Course (LMOOC) designed for upper-intermediate learners of English as a foreign language. Through the MOOC, students watch micro lessons dealing with theoretical concepts (such as grammar explanations and use of language), practice their listening and reading skills, improve their pronunciation and acquire new vocabulary. However, due to the constraints of current xMOOC platforms, designing activities that allow learners to engage in authentic communication is restricted. An alternative means was therefore designed and put into practice in order to seek real communication opportunities for the learners to produce authentic language exchanges. Classroom time was, thus, devoted to preparing a debate, giving students the opportunity to develop a number of transversal skills based on discussion, argumentation, justification, critical thinking and explanation using academic and scientific language. The debate focused on a topic relating to the students’ undergraduate degree, that is, Aerospace Engineering. In order to understand the students’ expectations at the outset of the course, two surveys were conducted, one focusing on computer-assisted language learning (covering flipped teaching and the MOOC) and the other on debating as a classroom activity. Another two parallel sets of surveys were conducted upon completion of the course to enquire about learner satisfaction. The author will discuss the findings derived from these surveys and will highlight a number of recommendations and improvements to be implemented in future.

Keywords:

Flipped teaching, MOOCs, English as a Foreign Language, Upper-Intermediate English, Higher Education.