Sala de aula invertida para a aprendizagem de língua espanhola: o uso do site Interactivo ELE

Abstract

The present research aims to develop a didactic-methodological proposal for the use of the Flipped classroom methodology, based on the website Interactivo ELE as a knowledge mediator resource in the teaching and learning of Spanish as a Foreign Language (SFL). For this, the studies on the teaching of Foreign Language (FL) were taken as a theoretical contribution from the perspective of the communicative approach, based on Martinez (2009), Almeida Filho (2015), Paiva (2014), and others; discussions about the importance and use of technologies and active methodologies, especially the flipped classroom, based on Moran, Masetto e Behrens (2013), Bacich e Moran (2018), Camargo e Daros (2018), and other studies. Therefore, a qualitative approach was developed, based on an action research, applied in the form of an intervention in a 4th year class of the Integrated Technical Course in Chemistry of the Federal Institute of Education, Science and Technology from Rio Grande do Norte (IFRN) - Campus Nova Cruz. To achieve the objective of this work, several research instruments were used: pre-test and post-test applied at the beginning and end of the didactic sequences; an evaluation rubric in order to verify if there was a development of the oral competence of the participants throughout the teaching and learning process; and the electronic questionnaire applied at the end of the intervention, with the aim of evaluating the impressions of the research participants in relation to our didactic intervention and the individual factors regarding interaction, motivation and student autonomy. Despite the challenges imposed by the educational context during the Covid-19 pandemic, the results show that the Flipped classroom methodology and the use of the Interactivo ELE website provided an advance in the development of the oral competence of the participants, the promotion of a open space for the dialogue of transversal themes that contributed to the oral practice of the language during the classes, as well as the possibility of a more interactive learning. However, we believe that the implementation of the Flipped classroom methodology needs to be done with caution, because there are many limitations and adversities found throughout the classes, such as the lack of previous study of the material. Therefore, the use of the Flipped classroom methodology, from the Interactivo ELE website as a mediating resource of knowledge in teaching and learning, is established as a viable possibility for teaching SFL, especially with regard to work with a focus on the communicative approach. We emphasize, therefore, that derivatives of our research resulted in the following products: the Interactivo ELE website; the didactic sequences developed for the application of the research; and an instructional guide, thought for teachers, which gathers information on the use of the flipped classroom methodology in language classes, and the presentation and use of the Interactivo ELE website.