Primary Investigators: Jennifer Lubkin & Andrew Screen

This project aims to provide students of English as a Foreign Language at Georgetown University with improved conditions for learning English grammar. Two Intermediate Grammar classes will be “flipped”, meaning that lecture or teacher presentation elements of the course will be digitized, students will access this course content during homework assignments rather than in class, and tasks for practicing the grammar which were previously assigned for homework will be moved into class-time and expanded. Through mixed-method action research, two instructors will investigate the hypothesis that by flipping the course, students will receive more of the extensive language input, noticing opportunities and interactive practice, which research (e.g., Gass & Selinker, 2008; Krashen, 1981; Long, 1996; Schmidt, 1990, 1995; Swain, 1985) has shown to be core requisites for language learning.