Invertiendo el aula EFL e intengrando estrategias metacognitivas para promover la comprensión auditiva en los estudiantes de grado noveno

Abstract

This research discusses the problem that listening lessons are mainly text-oriented and communication-oriented rather than learner-oriented; due to language teachers tend to get learners to comprehend, on their own (Vandergrift & Goh, 2012). The purpose of this study was 1) to foster Listening Comprehension (LC) in a group of English as Foreign Language (EFL) students, through the implementation of a proposal which integrates Flipped Classroom (FC) and Metacognitive Strategies (MS) and 2) to describe students’ and teacher’s experience towards Flipped listening lessons and MS usage. The sample population for this study was 29 EFL ninth grade teens at a public high school in Bogota, Colombia. The study was conducted in seven weeks. The investigation applied mixed methods to collect qualitative data like teacher’s field notes from classroom observations and students’ artifacts and quantitative data one-group LC pretest-posttest design and a students’ questionnaire. The reason for collecting both quantitative and qualitative data is to validate purposes to merge an overall interpretation of the issue. The results indicated that 1) statistics showed students’ English LC ability does not increased significantly after learning with FC and MS due to the short time it was developed 2) students had a positive experience when using FC and MS in listening lessons. In conclusion, pedagogical implications are focused on including this kind of model as part of the syllabus and provide a better understanding on the use of MS and FC since they locate students in the center of the listening learning process.