Dialogic inquiry as a process in the Flipped EFL classroom

Abstract

In this chapter, the author outlines a flipped EFL classroom based on a syllabus that focuses on the process of learning in a sociocultural setting. Instead of the seemingly traditional approach to flipped classroom learning, the projects in the syllabus take place over several weeks, allowing the learners to discuss the tasks in an online environment and then bring those discussions to class in the face-to-face environment where they can discuss their progress with the teacher in dialogic inquiry. In this study, the learners chose a topic that they wanted to research and present about from a number of short videos posted in the LMS. The analysis here shows the discussions face-to-face at the beginning of the task, the subsequent 4 weeks of online discussions, and the final face-to-face discussion 1 week prior to presenting. It shows the progression of how the online dialogue coupled with the face-to-face dialogue gives learners experience in collaboration and in skills necessary for them to complete the tasks. The flipped classroom becomes an arena for learners to collaborate face-to-face and then continue that collaboration online in this sociocultural approach to learning.