Oral and Written Expression in Upper Secondary Level Students Through the Flipped Classroom
Abstract
The objective of this study was to contribute to the development of oral and written expression through the use of the flipped classroom didactic strategy in high school students of the Instituto Politécnico Nacional. The research was descriptive with a quantitative methodology. The participants were students who were studying the Oral and Written Expression II unit of the second semester. The instrument used was a questionnaire based on the Likert scale. As part of the results, it was found that the use of the flipped classroom promotes three dimensions: 1) technological dimension: the students recognized a diversity of resources such as the calendar, forums, chats, e-mail, self-assessments and consultation of materials to promote learning; 2) communicative dimension: the students stated that they agreed with the elaboration of comic strips and infographics, analogies, riddles and documentary research, activities that favored active participation, and 3) usage practices: the students stated that the understanding of the structure of the literary text was promoted, as well as evaluating and creating a short story with the literary structure.
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