Instructors as Designers of Learning Experiences: A Case Study of a Flipped Intermediate Spanish Course

Oct 15, 2026

Uploaded by hdkawk

The study investigated two instructors’ experiences and perceptions while designing, teaching, and evaluating a flipped, intermediate Spanish course that integrated computer-assisted language learning (CALL). Qualitative evidence came from pre/post semi-structured interviews, curriculum design documents, classroom observations, and student course evaluations. Results highlighted instructors’ beliefs about teaching and learning, tensions between pedagogy and technology choices, the fit of CALL and in-class tasks, and the sustainability of the learning environment.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Background

Pedagogical Perspectives

Pedagogical Tasks for Flipped Learning

For designing CALL tasks for flipped learning

5 Instructors as Designers of Learning Experiences: A Case Study of a Flipped Intermediate Spanish Course Nadia Jaramillo Cherrez Oregon State University Abstract This study investigated the experiences and perceptions of two instructors while designing, teaching, and evaluating a flipped, intermediate Spanish course. Qualitative data was gathered through pre-post semi-structured interviews, curriculum design documents, class observations, and student course evaluations. The findings revealed that beliefs about teaching and learning, tensions between pedagogy and technology choices, appropriateness of CALL and in-class tasks, and sustainability of the learning environment shaped the instructors’ approach to design and teach the flipped CALL course. Discussion on how the flipped approached served to facilitate and sustain communicative, task-based instruction with opportunities to integrate tasks and technology arepresented. Keywords: CALL tasks, flipped learning, course design, communicative tasks, instructor’s experiences. Background Language instructors have resorted to technology that, integrated with the pedagogical approach, facilitate opportunities for learners to use the language in and out of the classroom (Moranski & Kim, 2016; Vitta & Al-Hoorie, 2020). An approach that has attracted language instructor’s attention relatively recent is flipped learning. Flipped learning refers to an approach that “inverts the traditional classroom model by introducing course concepts before class, allowing educators to use class time to guide each student through active, practical, innovative applications of the course principles”(Flipped Learning Global, 2021. para. 4). This model uses active learning strategies to increase learner engagement, focusing on making the challenging content more accessible to learners, and redistributing the learning processes between inside and outside the classroom. Thus, the flipped learning pedagogy seems suitable for creating more learner-centered language instruction and communicative activities (Buitrago, 2017; Russell & Murphy-Judy, 2020) . Research on flipped language learning has mainly examined learning outcomes and students’ perceptions. Findings are mixed suggesting, on the one hand, that flipped learning can promote language acquisition and development (Kang, 2015; Leis et al., 2015; Moranski & Kim, 2016; Obari & Lambacher, 2015), while Instructors as Designers of Learning Experiences 109 on the other hand, flipped learning might trigger negative reactions to the delivery of online content (Chen Hsieh et al., 2017; Egbert et al., 2014) . Now that existing research on flipped learning has investigated learning outcomes and students’perspectives, an examination of instructor experience in designing, implementing and evaluating flipped language courses is warranted. Studying these experiences, we will be able to underscore the potential of the flipped learning approach to bridge theoretical and practical underpinnings to transform foreign language instruction and truly promote a task-based communicative approach where students enhance their language performance. This qualitative case study examines the experiences and perceptions of two instructors while designing, teaching, and evaluating a flipped, intermediate Spanish course that implemented a computer-assisted language learning (CALL) component. Pedagogical Perspectives Designing a flipped language learning experience involves integrating technology and language pedagogy in a complex process where technology is not neutral and can have a significant impact on language learning, use, contexts, and multiliteracies (Chun et al., 2016) . Instructors who develop their courses adopt and adapt strategies to create a clear course plan (Branch & Dousay, 2015; Graves, 2000) and to increase opportunities that expose learners to contexts where they can use the language in formal and informal contexts (Collins & Muñoz, 2016) .

FAQs

What was the focus of the case study?

The case study examined two instructors’ experiences and perceptions while designing, teaching, and evaluating a flipped intermediate Spanish course with a CALL component.

How were data and evidence collected?

Data were gathered through pre-post semi-structured interviews, curriculum design documents, classroom observations, and student course evaluations.

What factors shaped instructors’ approach to flipped CALL course design and teaching?

Instructor beliefs about teaching and learning, tensions between pedagogy and technology choices, appropriateness of CALL and in-class tasks, and sustainability of the learning environment shaped their approach.

Oct 15, 2026

Uploaded by hdkawk