The development of listening skill and autonomous behaviors through the implementation of flipped learning approach

Abstract

This small-scale action research study examined the impact of implementing the four pillars of flipped learning to improve listening skills and develop autonomy through listening tasks. The study was conducted with false beginner English level children and teenagers students of two public schools in Bogotá, Colombia. Participants exposed their need to improve listening skills in their foreign language learning. In Colombia, there are two studies which investigate the impact of flipped learning in undergraduate population, but, there is not any which interrelate flipped learning, listening skills and autonomy on public schools. Data obtained from different instruments were analyzed through the grounded theory method. The results revealed that the adoption of the flipped learning approach had a positive impact on the participants’ listening skills and the development of their autonomy; they contributed to the improvement of the teaching and learning process in aspects such as flexible environment, learning culture, intentional content and professional, educator; students had the opportunity to improve on individual variation, contextualized additional activities, motivation and strategic dimension; and to develop autonomous behavior such as responsibility, accessibility, active participation, prior knowledge and self-reflection.