The "flipped-hybrid" classroom: A didactic technique for teaching foreign languages

Jeremy W. Bachelor


The objective of this investigation is to determine if the “flipped” model can be combined with hybrid learning as to create the “flipped-hybrid” classroom. The flipped classroom refers to an educational model where the traditional practice of dedicating class time to direct instruction is inverted so that students receive initial content instruction at home. In addition to this, students in this study’s “flipped hybrid” classroom participated in synchronous online conversations with native speakers and engaged in pre-class activities, thus making a significant component of the course online. The participants in this study included college level Spanish students and lasted the duration of the spring 2017 semester. Results from this pilot study suggest that the “flipped- hybrid” technique is a viable alternative to the traditional classroom, provides students with additional opportunities to use the language in authentic situations, and encourages more spontaneous language use. A detailed description of the “flipped-hybrid” classroom and how it differs from a hybrid or a flipped classroom is included, as well as pedagogical implications.

Keywords: flipped learning, hybrid learning, foreign language learning, Spanish as a foreign language


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Jeremy W. Bachelor

The Author is an Assistant Professor of Spanish and the Coordinator of Modern Languages at Heartland Community College (Normal, IL). He earned his MA in Spanish with specializations in foreign language pedagogy and Hispanic cultural studies from Illinois State University and his PhD in Applied Spanish Linguistics/Education from UNINI-Mexico. Apart from his duties at HCC, he teaches graduate courses for Southern Oregon University's MA in Spanish Teaching program during the summer months and serves as the action research thesis advisor for the program. Previously, he taught Spanish full-time at Olivet Nazarene University where he supervised pre-service teachers of Spanish during their student teaching experiences. His research interests include interlanguage pragmatics, technology and online learning in the L2 classroom, and L2 assessment.

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The article is in the printed version on pages 73-77.

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How to cite

Bachelor, J. (2018). The "flipped-hybrid" classroom: A didactic technique for teaching foreign languages. e-mentor, 2(74), 73-77. DOI: