[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593338-105":59,"doc-detail-593338-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","flipping-a-language-subject-teaching-english-grammar-and-oral-skills-at-tertiary-education","Flipping a Language Subject - Teaching English Grammar and Oral Skills at Tertiary Education","","University education must align with social demands and adapt to learners’ needs in the teaching-learning process. This article reports a study on a flipped classroom teaching proposal and its impact on grammar learning and oral skill development in tertiary education. A mixed-methods design evaluates student performance through qualitative and quantitative measures and a questionnaire at semester end. Findings show broad student satisfaction and recognition of learning benefits, alongside reported social competence gains.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/flipping-a-language-subject-teaching-english-grammar-and-oral-skills-at-tertiary-education/593338/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/flipping-a-language-subject-teaching-english-grammar-and-oral-skills-at-tertiary-education/593338.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article investigate about the flipped classroom in tertiary education?","Question",{"text":112,"@type":113},"It examines how flipping a grammar and speaking class affects grammar learning and oral skills, and how it supports the development of social competences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the study designed and how are outcomes measured?",{"text":117,"@type":113},"The research uses a mixed-methods design combining qualitative and quantitative observation of student performance, along with a questionnaire administered at the end of the semester.",{"name":119,"@type":110,"acceptedAnswer":120},"What do students report about the flipped methodology?",{"text":121,"@type":113},"Most students indicate satisfaction with the proposed methodology and believe it provides clear benefits for their learning process.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593338,1792231259,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Flipping a Language Subject to Teach English Grammar and Oral Skills at Tertiary Education  \nBy MaríaMartínez Lirola ∗  \nUniversity education must respond to social demands and adapt to the needs of students in the teaching-learning process. This article reports on a study that focuses on how a teaching proposal based on the flipped classroom has an impact on grammar learning and on the development of oral skills at tertiary education. The main objectives ofthis article are the following: 1. To observe how flipping a grammar and a speaking class allow students to acquire grammar content, improve their speaking skills and develop social competences and 2. To know students’ opinions about the methodology used in the teaching-learning process. The study uses a mixed-methods research design (qualitative and quantitative) by observing the students’ performances in grammar learning and oral presentation and by using a questionnaire at the end of the semester. The results of the questionnaire indicate that most students were satisfied with the proposed methodology and are aware of its benefits in their learning process.  \nKeywords: flipped classroom, grammar teaching, oral skills, Kahoot, social competences, active methodologies.  \nIntroduction  \nInnovation, technological development and the teaching of English as a foreign language have been the focus of debate among academics and language specialists in the last decade. This has been due to the need to update English teaching in order to motivate students and adapt teaching to the demands ofthe new times (Gabarrón Pérez et al., 2020; Martínez Navarro, 2017).  \nThe development of active learning strategies is relevant to making students direct their own learning. Consequently, students are given a central role so that they can improve their performance and understanding in the classroom (Arjomandi et al., 2018; Lumpkin et al., 2015). Therefore, it is important to explore methods that engage students in the teaching-learning process. In this sense, the choice ofmethods of active learning improves students’ learning and the acquisition of competences (Khan et al., 2017; Vygotsky, 1978) .  \nThe flipped classroom is an innovative learning model that has been used in language learning mainly in the past decade (Bergmann & Sams, 2012, 2014; Marshall & Kostka, 2020; Talbert, 2017) . The Flipped Learning Network defines flipped learning as “a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the  \n∗Professor, University of Alicante, Spain and University of South Africa (UNISA), South Africa.  \neducator guides students as they apply concepts and engage creatively in the subject matter”(Flipped Learning Network, 2014a, p. 1).  \nThis model is useful for students to work on individual and group activities outside the classroom. Activities based on the flipped classroom methodology were chosen due to the uncertain situation caused by the pandemic when the academic year 2021–2022 started. Although all the students were in the classroom at the beginning of the semester, the possibility of having new waves ofCOVID-19 made the teacher frame the teaching-learning process in a model that promoted autonomous learning. In addition, the fact that the students registered in the subject had received dual instruction in the previous academic years (2019–2020 and 2020–2021) meant they had autonomy in the teaching-learning process. In fact, having received dual instruction could be taken as a positive aspect that would benefit students in accomplishing the activities framed in the flipped methodology presented in this article.  \nThis study is justified because framing the teaching-learning process in the methodology proposed by the flipped classroom to teach grammar and oral skills means that students can learn in a more autonomous way at tert","cbCaivoNfBkfxw6b","https://ap.wps.com/l/cbCaivoNfBkfxw6b","pdf",201400,21,"English","# Introduction\n## Flipped learning definition and rationale\n## Study justification, objectives, and research question","[{\"question\":\"What does the article investigate about the flipped classroom in tertiary education?\",\"answer\":\"It examines how flipping a grammar and speaking class affects grammar learning and oral skills, and how it supports the development of social competences.\"},{\"question\":\"How is the study designed and how are outcomes measured?\",\"answer\":\"The research uses a mixed-methods design combining qualitative and quantitative observation of student performance, along with a questionnaire administered at the end of the semester.\"},{\"question\":\"What do students report about the flipped methodology?\",\"answer\":\"Most students indicate satisfaction with the proposed methodology and believe it provides clear benefits for their learning process.\"}]","Flipping a Language Subject - Teaching English Grammar and Oral Skills at Tertiary Education | PDF",1792077084,53]