El aporte de la clase invertida doble en el aprendizaje de la gramática francesa en el ámbito universitario: una experiencia docente en el grado de Lenguas Modernas

Abstract

This chapter presents the results of a pedagogical innovation based on the implementation of a double flipped classroom methodology in a French grammar course for first-year university students. Conducted within the framework of the educational innovation project “PIE 2023-59” at the University of Las Palmas de Gran Canaria, the experience involved 23 students enrolled in the course “Second Language I (French)” from the Modern Languages (English-French) degree. Throughout twelve weeks, students assumed the role of “temporary teachers” by preparing and presenting grammar topics in class, after working collaboratively on the materials provided by the lecturer. The aim was to foster autonomy, peer teaching, and metacognitive reflection through a dual transformation: shifting the moment of access to content and redistributing classroom roles. The study used a mixed-methods approach, including pre- and post-questionnaires to assess changes in students’ motivation, study habits, and perceptions. Results reveal a positive impact on learner engagement, the adoption of more active learning strategies, and a deeper understanding of grammatical structures. Despite some challenges —such as unequal group involvement— the overall outcome supports the value of the double flipped model as a replicable strategy to enhance grammar learning in higher education.