The implementation of online platforms to keep learning EFL based on writing

Abstract

This document delves into the integration of online resources and the flipped classroom methodology to enhance the acquisition of English as a Foreign Language (EFL) among secondary school students in Mexico. It accentuates the necessity for supplementary strategies owing to students' rudimentary English proficiency upon entering secondary education. The COVID-19 pandemic catalyzed the widespread adoption of the flipped classroom approach, amalgamating online and collaborative learning in and out of class. Furthermore, it underscores the paramount importance of English as a second language within a globalized society, juxtaposed with the challenges confronted by non-native English learners. The investigation centers on leveraging online resources to fortify writing skills in EFL and cultivate student autonomy and an intrinsic thirst for keeping knowledge. It prompts a pertinent query regarding the rationale behind reintegrating the flipped classroom and online resources, positing their potential to invigorate autonomous EFL learning, given the meager frequency of face-to-face instruction. Additionally, it accentuates the pivotal role of writing in language acquisition, facilitating the refinement of critical and analytical faculties.