Flipped classroom learning strategy for the development of oral skills in third grade

Oral communication acquires a transversal character within the school curriculum as a necessary means of expression in all educational areas. For this reason, the main objective of this article was to provide perspectives on the development of oral skills and their enhancement through the implementation of flipped classrooms in third grade of Basic Education. A qualitative methodology was used, including classroom observations, semi-structured interviews, surveys, and a descriptive, field, and exploratory research design. The diagnosis revealed weaknesses in the students, focusing on inadequate intonation and articulation, expression of feelings, emotions, and needs in their environment, inability to produce complex discourse in academic and social relationships, and problems with locutionary, illocutionary, and perlocutionary acts. As for the teachers, the use of traditional methods for addressing oral skills was evident. These results allowed for the design of a flipped classroom learning strategy for the development of oral skills in third grade at Porotoyacu Educational Unit, structured in three stages: planning, classroom work, and feedback and evaluation. Once partially validated, this strategy demonstrated practical feasibility with a significant improvement in oral expression and student participation. Although the benefits of flipped classrooms are highlighted, limitations in the continuity of learning outside the classroom and the need for further teacher training are identified. The importance of integrating technology to enhance students' communication skills and self-confidence is emphasized.