Efficacy of Flipped Classroom and Literature in ESL And EFL: A Revision of a Case Study

Manuel Macías Borrego

doi:10.55544/ijrah.4.2.6

Authors

Manuel Macías Borrego University Professor, Universidad Autónoma de Madrid & Universidad Camilo José Cela, SPAIN. https://orcid.org/0000-0002-5376-8860

DOI:

https://doi.org/10.55544/ijrah.4.2.6

Keywords:

Education, English Language Learning, English language teaching, Flipped classroom, Traditional teaching

Abstract

We present here a case study that aims to determine to what extent Flipped Classroom is a valid way to introduce difficult and demanding reading texts in the ESL EFL classroom in a university course of English language. In the case of the study, the content objective is the introduction of the reading of passages from Macbeth written by William Shakespeare in a specialized university course for English language students whose linguistic competence is in the region of B2 CFRL. This study revisits some of previously obtained data and crosses these new items with new data gathered during the research described in this paper. We obtain some interesting findings that support the hypothesis that using alternative teaching methods, as Flipped Classroom, can be a valid tool to introduce demanding texts in an environment as the one here described.

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