EFL Students Learning through Video Tutorials within Flipped Learning during The Pandemic of Covid-19

Abstract

This paper describes the research process dealt during the implementation a set of video tutorials to EFL students within the context of flipped learning and the emergency remote teaching which appeared as a response to the Covid-19 pandemic. The topic arose as a response to the lack of interaction and communication skills practice in a group of EFL secondary students at Liceo Superior Rafael Pombo in Santander Colombia. The study followed the parameters of action research which encouraged the teacher to act as a researcher and looked for suitable decisions to optimize the classroom dynamics. Thus, as part of the process of data gathering, the research made use of students´ questionnaires, students´ artifacts, and the teacher-researcher’s field notes.

The pedagogical implementation consisted in the application of a set of video tutorials and active learning lessons within the context of flipped learning. Data gathering and analysis conducted to determine the final positive results. Then, the research process made evident that participants´ learning process was positively fostered in three important main ways which constituted the final categories. So, these categories were named EFL students evidencing learning engagement, EFL students showing positive attitude towards the videos as a learning resource, and EFL students activating their prior knowledge.

Key words: EFL, Flipped learning, communicative tasks, emergency remote teaching, active learning, video tutorials.