Abstract
This study has a twofold purpose. First, from an action research approach, the study re-visits how the flipped method is implemented in a Spanish Second Language program at a United States university, and contributes to the literature on the potential benefits and challenges when adopting the flipped method in Second Language programs. Through the analysis of data obtained from a questionnaire, which consists of an agreement-based survey and open-ended questions, we report on how participants and co-researchers-261 Spanish language students and 11 teachers-are affected by the outcomes of this pedagogical implementation. Participants report three benefits and three areas for improvement. Second, based on students and teachers' experiences, we conclude with a re-assessment of the method and a set of recommendations for language educators interested in integrating the flipped method in their teaching. This study contributes to the ongoing debate about the effects of a flipped classroom in language learning, and proposes a reevaluation of the most common applications of the flipped method.
