GOOGLE SCHOLAR CLASS RESEARCH

Step 1. The snip or copy MUST show the criteria on the left side of the page, at least 3
resources, and your search term. See the example below:

Step 2. Provide the following documentation with the summary: Note: You must use a
currently enrolled U of A class for any points for this assignment.
(a) Name of class:
SPAN 4003 – 901: Advance Grammar
(b) Name of topic:
Spanish Grammar
(c) Name of article:
‘Flipping’ Lessons in a Multi-Section Spanish Course: Implications for Assigning
Explicit Grammar Instruction Outside of the Classroom
(d) Name of author of the article:
Kara Moranski, Frederic Kim
(e) Year article was published:
2016
(f) URL to the actual article you reviewed:
https://onlinelibrary.wiley.com/doi/abs/10.1111/modl.12366
(g) Summary:
Flipped or inverted classroom (IC) models are promising for foreign language
instruction in that they appear to promote well-regarded practices that bridge both
sociocultural and cognitive theoretical frameworks, such as allowing for higher
degrees of learner agency and facilitating deeper levels of processing. To date, the
majority of work on IC models of language learning has been instructional rather
than empirical in nature. By contrast, this study examined the impact of IC lessons
on 14 intact third-semester Spanish classes (N=213). Instructors were randomly
assigned to either an IC or an in-class presentational (CP) condition for lessons and
accompanying assignments on 2 uses of the Spanish pronoun se. An attitudinal
inventory indicated that learners in the IC condition rated their assignments
significantly higher in terms of perceived comfort, enjoyment, and subsequent
confidence in the material. For measures of L2 knowledge, learners in the IC
condition performed significantly better than those in the CP when identifying
grammatical uses of the target structure on a grammaticality judgement test. No
significant differences were found between the groups’ performance on a rule
description task or a chapter test.