Flipped classroom en secundaria para la mejora de la competencia comunicativa

Résumé

This article presents the results obtained after the implementation of the “inverted classroom” method in the subject of Spanish language and literature. Two groups of third year ESO students (control group-experimental group) from the Vicente Medina school in Molina (Murcia) were chosen for the research. Among the objectives of this project were to obtain a considerable improvement in oral expression, as well as an ideal interaction with the rest of the classmates. In addition to achieving greater fluency and adaptation to the environment in which they found themselves, the students were able to manage their nerves and carry out the proposed tasks in a much more effective way. Through playful activities and a final task, the students were able to take control of the class and get rid of their fears, as well as to manage their nerves more effectively. The results obtained in the experimental group have been very pleasing, especially when it came to presenting the final task, where they were able to manage very well, using a more appropriate lexicon according to the classmates they had in front of them, moving around the classroom space much more, and knowing how to remove unnecessary information from their presentations. We can say, therefore, that the inverted class work in the Spanish language and literature classroom is beneficial for improving oral expression, as well as for consolidating content