HYPERDOC’ING A LEGAL ENGLISH LESSON. MY FIRST EXPERIENCE WITH HYPERDOCS

Authors

DOI:

https://doi.org/10.19053/2011835X.15675

Keywords:

legal English, TEFL, HyperDocs

Abstract

This article provides an overview of a group of students’ first experience with HyperDocs as a strategy to foster learning English as a Foreign Language (EFL). It then presents students’ insights on their learning experience along with comments and reflections made by their teacher over the process of implementing HyperDocs in a Legal English course at a Colombian private university. This qualitative study involved a focus group, a students’ survey and the students’ artifacts. The findings display the relevance of assisting students in taking control of their own learning process, being critical net surfers and taking advantage of online learning resources. 

Downloads

Download data is not yet available.

Author Biography

Yomaira Angélica Herreño Contreras, University of Auckland

She Holds a B.A in Modern Languages (Universidad Surcolombiana), a M.A in Comparative Literature and Literary Translation (Universidad Pompeu Fabra). Currently, she is a Ph.D. candidate in Comparative Literature (University of Auckland)

References

Agustina, T. (2014). English for specific purposes (ESP): an approach of English

teaching for non-English department students. Beta, 7 (1), 37-63.

Bergmann, J., & Sams, A. (2012). Flip your classroom. Reach every student in

every class every day. International Society for Technology in Education.

Carpenter, J., Trust, T., & Green, T. (2020). Transformative instruction or old wine

in new skins? Exploring how and why educators use HyperDocs. Computers & Education, 57,1-19. https://doi.org/10.1016/j.compedu.2020.103979.

CAST (2018). Universal Design for Learning Guidelines version 2.2.

http://udlguidelines.cast.org

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson

Edmunds, H., NetLibrary, Inc, & American Marketing Association. (1999). The

focus group research handbook. Lincolnwood, Ill.: NTC Business Books.

Flipped Learning Network. (2014). Definition of flipped learning.

http://www.flippedlearning.org/domain/46

Highfill, L., Hilton, K., & Landis, S. (n.d.). The HyperDoc handbook study guide.

https://bit.ly/3gKVh1H.

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to

creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.

Ramírez, M., & Rodríguez-Buitrago, C. (2018). In-Class Flip in Teacher Education

Through Loop-Input. In H. Castañeda (Ed.). Technology in ELT: achievements and challenges for ELT development (pp.131-147). Universidad Distrital Francisco José de Caldas.

https://die.udistrital.edu.co/sites/default/files/doctorado_ud/publicaciones/technology_in_elt_achievements_and_challenges_for_elt_development.pdf#page=131

Rodríguez-Buitrago, C. (2021). HyperDocs for Language Teaching, Building

Autonomy in Learners while Recognizing Their Humanness. In Y.A Herreño-Contreras. (Ed.). TEFL practices. Scenarios for Research and Reflection (69-85). Ediciones USTA.

Zadra, C. (2014). Schooling and Lifelong Learning. The Role of Transversal Key

Competences. Procedia - Social and Behavioral Sciences,116, 4727-4731.

https://doi.org/10.1016/j.sbspro.2014.01.1016

Published

2023-04-11

How to Cite

Herreño Contreras, Y. A. (2023). HYPERDOC’ING A LEGAL ENGLISH LESSON. MY FIRST EXPERIENCE WITH HYPERDOCS. Enletawa Journal, 16(1), 1–23. https://doi.org/10.19053/2011835X.15675

Issue

Section

Research Reports