Analysis of closed facebook communities to enhance vocabulary development in english as a foreign language through flipped classroom method
Main Article Content
Keywords
Closed Facebook groups, Flipped classroom, improvement, vocabulary, web applications, quizlet
Abstract
The following paper reports the results of a quantitave research study sought to analyze the incidence of closed Facebook communities to enhance English vocabulary development in high school students by using the Flipped classroom method. Technological tools are a fundamental part of the English teaching-learning process. The use of virtual strategies facilitate teaching and give students virtual learning environments where they can have real contact with the English speaking world. Therefore, the need of studying different virtual resources and their effectiveness in 21st century teaching practices. Low vocabulary level mainly in matching strategies and completing sentences was detected after the results of the KET diagnostic test applied to students. The results evidenced the need of implementing a didactic sequence based on the Flipped Classroom method. Thus, a series of ten sessions by means of the implementation of closed Facebook communities were developed. Quizlet tool was also used, in order to keep track of students´ participations and classroom scoring. After the implementation, a final KET test was applied. The final results showed 34% improvement in matching and 33.5% completing sentences components. Similarly, the final test results evidenced students’ ability to find an unknown word in reading paragraphs. The data proved the positive incidence of Facebook closed groups and flipped classroom to develop vocabulary level in English as a foreign language.
References
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Manuel Alejandro Salazar Chica, Central Unit of Valle del Cauca
Bachelor in Foreign Languages from Uceva, Specialist in Administration of Educational Informatics and Master in Management of Educational Informatics from the University of Santander UDES. He works as a full-time Professor in the Foreign Languages Program with an emphasis on English from the Central Unit of Valle del Cauca, Uceva, in Tuluá Colombia. He is an active member of the research group in Applied Linguistics of the same university and currently develops research on the use of technology in teaching and learning English.
Germán Enrique Pérez Tamayo, Central Unit of Valle del Cauca, Uceva
Germán E. Pérez has a degree in Modern Languages from the Universidad del Quindío, Specialist in Administration of Educational Informatics and Master in Management of Educational Informatics from the University of Santander UDES. He works as an hour professor in the Foreign Languages Program with an emphasis on English from the Central Unit of Valle del Cauca, Uceva, and is a professor at the I.E. María Antonia Ruiz in Tuluá Colombia
Diana Katherine González Ocampo, Central Unit of Valle del Cauca, Uceva
Master in Teaching English as a foreign language of the International Ibero-American University of Puerto Rico. She works as a Professor in the Foreign Languages Program with an emphasis on English from the Central Unit of Valle del Cauca, Uceva, in Tuluá Colombia. He is an active member of the research group in Applied Linguistics of the same university and currently coordinates the line of research: Learning processes of foreign languages.
Gonzalo Romero Martínez, Central Unit of Valle del Cauca, Uceva
Master in Bilingual Education from the International University of La Rioja. He works as a full-time teacher in the Foreign Languages Program with an emphasis on English from the Central Unit of Valle del Cauca, Uceva, in Tuluá Colombia. He is an active member of the research group in Applied Linguistics of the same university and currently coordinates the research line: Bilingualism