Restructuring a Beginner Language Program: A Quantitative Analysis of Face-To-Face versus Flipped-Blended Spanish Instruction

• Nina Moreno ^[1] ; Paul A. Malovrh ^[1]
  1. [1] University of South Carolina

     University of South Carolina

     Estados Unidos

     
• Localización: Hispania, ISSN 0018-2133, Vol. 103, Nº 2, 2020, págs. 259-274
• Idioma: inglés
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• Resumen

  • The present study provides empirical data measuring the effects of a flipped and blended course design for beginning-level Spanish on the four skills of reading, writing, speaking, and listening, compared to a control group following a traditional present-practice-produce instructional format. The study provides a template for the successful restructuring of language programs through the incorporation of a cognitive model of learning processes, controls for depth of language processing, and a reconceptualization of instructional context. Results of a pre/post-test design show that two experimental groups, which met three days per week in the classroom along with flipped-blended course work, developed at the same pace in receptive skills, and more so in productive skills, than a control group that met four days per week only in the classroom.