Teaching argumentation in the flipped classroom of French as Foreign Language: what are the effects on the development of writing skills?

Abstract

More than ever before, pedagogical innovations, based mainly on the use of digital tools, are increasingly at the centre of didactic concerns. Within this scope, we propose to implement a flipped classroom with students enrolled in the first university cycle at the Algerian higher education level. We assume that flipped teaching could improve and enhance their writing argumentative skills compared to transmissive teaching. Methodogically, the data collection corpus consists of argumentative texts (pre- and post-tests) produced by over a hundred students, that are analyzed and described. The results show that flipped classroom helps students to appropriate the theoretical knowledge of the argumentative genre conveyed by the instructional videos.