Online Practices for Teaching English Grammar in Higher Education: Combining the flipped classroom with digital learning paths

This study investigates whether the combination of digital learning paths (DLPs) and the flipped classroom can help pre-service English teachers improve their grammar and meet the communication and social needs of the post-COVID era. To answer the question, the seminar “Development of media-didactic competencies: Learning Paths & Digital Storytelling for Teaching English Grammar” was offered as a flipped classroom with a synchronous part (webinar) and an asynchronous courseware part in the form of DLPs. Data were collected on the extent to which the combination of DLPs and the flipped classroom helped pre-service English teachers improve their grammar and meet the communication and social needs of the post-pandemic era through an online post-grammar test and an online course evaluation survey at the end of the seminar. The results showed that 100% of participants improved their grammar knowledge and 87% confirmed that they had benefited from a seminar that involved continuous reflection and a plausible relationship between technology and pedagogy. The results of this study will encourage instructors to use the combination of DLP and webinars to enhance their teaching whenever classroom teaching is impossible.