Abstract
Scientific argumentation competencies in English involve writing and delivering an oral presentation with a scientific structure and research competencies are about the knowledge, skills and attitudes necessary to carry out an investigation in the field of education and pedagogy. Both are essential for future teachers, but students of a bachelor in English-teaching as a foreign language struggle to acquire both. This sequential mixed action research focuses on analyzing the effect of using a flipped learning environment for the development of these competencies in three research courses of a Bachelor of foreign languages teaching with emphasis on English in Bogotá, Colombia. In the qualitative phase, the flipped learning experience was recorded through field notes and artifacts and analyzed based on emerging, a priori and axial coding. In the quantitative phase research skills are measured through assessment rubrics in a quasi-experimental design. The sample consists of 120 students. This presentation mainly reports the results on the qualitative phase, students’ research outcomes, attitudes, and perceptions. After the experimental treatment, learners show evidence of research competencies that were unknown to them, such as the skill of writing drafts of their theoretical frameworks and the methodological designs of their initial research proposals. It is concluded that students practice research competences supported on the flipped learning experience. Furthermore, the experimental treatment allowed students to be aware of the reasons why doing research matters as part of their teacher training process, their identities as English teachers, their social responsibility and professional development.
Author Information
Andrea Bernal Hernández, Corporación Universitaria Minuto de Dios, Colombia
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