Flipped classroom and interactional dynamics in foreign language classrooms at university

This article studies the effect of the implementation of the flipped classroom on verbal interactions in oral production sessions for students of the first year of French License in Algeria. The inversion consists in carrying out a spatio-temporal rearrangement of learning which combines phases of learning in presence and at a distance via the use of video clips. With this in mind, we constructed a control group with a traditional course and an "experimental" group with reverse learning, taking into account Bloom's taxonomic levels. The data collected consists of audio recordings transcribed from interactions during class sessions. Our approach is essentially comparative in so far as we have sought to identify the added value of such a device on interactional dynamics within the two groups. The results obtained support the idea that the introduction of the reverse device in teaching/learning oral production makes learners more active, more productive and more motivated during the activity.