FLIPPED CLASSROOM TO FOSTER INTERCULTURAL COMPETENCE IN ENGLISH LEARNERS
This article introduces the results of an experimental intercultural English class (IEC) using the flipped classroom methodology. Thematic units were developed with the 5 E's instructional model (Engage, Explore, Explain, Elaborate, and Evaluate) based on the constructivist approach to learning. This qualitative study collected data from 20 students at Atlántico University. The questionnaires used in the analysis of the 2 survey rounds rate Students’ responses in relation to learning of contents, methodology of the class and autonomy. Results based on the second round led to four major conclusions: (i). There is satisfaction with the use of the Flipped Classroom strategy, in terms of time management and freedom to prepare classes. (ii). Practical activities are more engaging to work collaboratively. (iii) Teachers have a subtle presence which provides more opportunities for students to negotiate control and participation. (iv) Although autonomous learning is possible, teacher support is pivotal to increasing it. These findings are discussed within the framework of the didactical component of teaching and its implications for this public university.