Flipping reported speech

The EFL classroom has always been known for providing innovative and different approaches to the learning process. With the development of technology, new pedagogical approaches have emerged, namely b-learning, use of 3.0 tools and concept of flipped or "inverted" classroom (Mazur 2009 and previously Walvoord & Anderson 1998, Lage, Platt, & Treglia 2000), whereby students first gain an insight to the learning topic outside the classroom by means of online lectures and activities. Classwork is then devoted to assimilating and explaining this previous exposure to material by means of discussion, debate, collaborative tasks between students and active interaction with the teacher. As such, not only has e-learning become an established learning style, it has compelled educators to rethink their approaches to the teaching and learning process. Basically, the e-learning platform has the potential to enable EFL teachers to build unique interactive courses in which student participation and progress can be tracked, measured and responded to is there, the question is: is it worth it? The objective of this study is to explore and examine three approaches in the EFL classroom by using different resources, pedagogies and delivery methods. The flipped, semi-flipped and non-flipped approach will be applied to three EFL classes. In particular, the aim of this study is to examine the effectiveness of e-learning platforms to motivate students and create autonomy in EFL classroom. To answer these questions, three case-studies will be applied to EFL classes at a higher education institution in Portugal. The classes belong to the same undergraduate course and the established proficiency level for students is B2 according to the CEFR (Common European Framework of Reference for Languages). The grammar topic to be the focus of learning activities is Reported Speech. All students will take an initial diagnostic test and then one of the different approaches will be applied to each group: the flipped approach to learning, which is essentially student centred and resorts to the full use of online components, the semi-flipped approach which is teacher centred and only partially resorts to the use of online materials and finally, the non-flipped approach which is essentially teacher centered resorting to face to face traditional practice. In view of the research questions we have posited, one of our main objectives is to assess whether e-learning platforms can contribute to motivation and furthering knowledge while catering to their expectations and/or training needs or if they are simply not effective as a pedagogical approach in the EFL classroom.