Learning English based on blended tasks in a flipped online classroom

Authors

DOI:

https://doi.org/10.5433/1519-5392.2022v22n1p183

Keywords:

Learning Languages Online. Flipped Classroom. Blended Tasks.

Abstract

This study aims to discuss learning English as a second language (L2) based on blended tasks in a flipped online classroom. Studies on Active Methodologies and the Flipped Classroom have shown that the learning process is enhanced when teachers expose students to activities in which they play a vital role in the knowledge development process. We seek to verify the possible contributions and limitations of blended tasks for learning English as an L2 in a Flipped Online Classroom. This study adopts a netnographic methodology that deals with theory and practice adapting the ethnographic method to investigate the influence of the internet in technology-mediated learning environments. The tasks were implemented synchronously and asynchronously with students at the Sul-rio-grandense Federal Institute, and we collected data using class notes and a questionnaire. Our observations and analysis of the results indicate a more active engagement of the students. Our findings also show that the Flipped Online Classroom promotes affordances for learning English.

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Author Biographies

Juarez Aloizo Lopes Jr., Professor/Sul-rio-grandense Federal Institute (IFSul) - Pelotas

Ph.D. in Languages – Federal University of Pelotas – ESL teacher at the Sul-rio-grandense Federal Institute (IFSul) - Pelotas. E-mail: lopesjuarez@gmail.com

Camila Gonçalves dos Santos do Canto, Professora/Federal University of Pampa

Applied Linguistics professor in the Postgraduate Program in Language Teaching at the Federal University of Pampa. E-mail: camilasantos@unipampa.edu.br

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Published

2022-07-07

How to Cite

LOPES JR., J. A.; DOS SANTOS DO CANTO, C. G. Learning English based on blended tasks in a flipped online classroom. Entretextos, Londrina, v. 22, n. 1, p. 183–201, 2022. DOI: 10.5433/1519-5392.2022v22n1p183. Disponível em: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/44440. Acesso em: 16 jun. 2024.

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