Exploring the impact of flipped learning on beginner-level Portuguese writing skills : a systemic functional linguistics perspective

Abstract

This chapter examines the effectiveness of the flipped learning approach in enhancing writing skills for Portuguese as an additional language at the beginner level. Flipped learning, a learner-centred teaching approach emphasising autonomous learning, extends beyond in-class activities, relying on teacher-provided materials and resources accessible to students outside the classroom. Recognised for its potential to boost active learning and engagement, the flipped learning approach involves activities like watching grammar videos, completing focused quizzes, and engaging in vocabulary exercises on platforms like Quizlet. To assess the impact of this approach on writing proficiency, specifically regarding choices and lexicogrammatical usage in Portuguese as an additional language, this study employs a systemic functional linguistics (SFL) framework. This framework investigates the relation between vocabulary and grammar in language use, offering a comprehensive perspective on how language resources contribute to meaning construction. The data derive from writing tasks completed by multilingual learners of Portuguese as an additional language within a British university context. The analysis concentrates on the transitivity system (ideational metafunction) and the mood and modality system (interpersonal metafunction). Examining these lexicogrammatical features in students’ written production provides valuable insights into their language development. Moreover, it sheds light on the effectiveness of the flipped learning approach in fostering a robust understanding and acquisition of Portuguese language structures at the beginner level.