Abstract:

As technology offers education more and more possibilities, services, tools and innovative applications, the need for the adoption of new alternative methodological approaches, which utilize technological innovations in order to maximize learning results, becomes more apparent.
In this direction, this paper studies the application of the flipped classroom methodology in language education and the effect it has on learning outcomes. Initially, a brief literature review focusing on the studies conducted from 2015 to 2022 is presented. The results of the bibliographic research show that the flipped classroom model contributes significantly to the improvement of student performance and increases the degree of satisfaction of both students and teachers.
The paper also presents an application of a method developed for EFL students in Greek public primary schools. It is a research in progress that includes the application of the flipped classroom methodology, in combination with differentiated learning, based on an LMS. For this application, special educational material was created, using a variety of web 2.0 tools. Two groups of students participated in the research: the first attended the courses in the traditional way, and the second, the technologically enhanced courses, using flipperentiated learning (flipped classroom and differentiated learning).
The initial results show a more active involvement of the students in the learning process, increased autonomy and responsibility on their part, as well as improved performance, compared to the classic traditional teaching model. It is also observed that the application of the method affects both the motivation and the degree of satisfaction of both students and teachers.
Finally, the present study also demonstrates the effectiveness of the flipped classroom in providing differentiated learning to heterogeneous student bodies, i.e. different learning styles, abilities and needs.

Keywords:

Flipped classroom, flipperentiated learning, foreign language learning and teaching, students’ performance, students’ and teachers’ satisfaction.