University education must respond to social demands and adapt to the needs of students in the teaching-learning process. Thus, this study will offer a proposal to teach English grammar and oral skills framed in the methodology indicated at tertiary education. This study aims to assess how a teaching proposal based on the flipped classroom has an impact on grammar learning and on the development of oral skills (Almazán Ruiz et al, 2020). The main objectives of this presentation are: 1. To observe how flipping a grammar and a speaking class can contribute to the improvement of students’ learning process, to the development of social competences and to the promotion of autonomous learning. 2. To know students’ opinions on the methodology used, through a questionnaire. The study uses a mixed-methods research design (qualitative and quantitative) by observing the students’ performances in grammar learning and oral presentation (a rubric was used during the observations) and by using a questionnaire that students completed at the end of the semester. The results of the study show that students developed autonomous learning and some social competences such as communication and leadership. In addition, the results of the questionnaire indicate that most students were satisfied with the proposed methodology and are aware that it affects the way they learn. In conclusion, framing the teaching-learning process in the principles of the flipped classroom favours the development of competences and students’  empowerment by offering them the opportunity to manage their time  outside the classroom so that they can make the most of the lectures.

María Martínez Lirola is Professor of the Department of English at the University of Alicante, Spain and Research Fellow at the University of South Africa (UNISA). Her main areas of research are Critical Discourse Analysis, Systemic Functional Linguistics and Applied Linguistics. She has published extensively in international journals such as Discourse and Society, Critical Discourse Studies, Social Semiotics, Visual Communication, Signos, RESLA, etc. She has also published seven books and several books chapters in publishers such as Peter Lang, Cambridge Scholars Publishers, John Benjamins and Comares, among others.

Dr. Martínez Lirola is the director of the research group “Critical Analysis of Multimodal Discourse” from 2010. She has been a visiting scholar in different universities such as: Research Institute on Humanities and Social Sciences Pedro Francisco Bonó (2021), University Jules Verne (2020), Manchester Metropolitan University (2019), University of Rome (2019), Facultad Latinoamericana de Ciencias Sociales en la República Dominicana (FLACSO-RD) (2018), Queens College, City University of New York (USA, 2017), Universidad del Norte (Barranquilla, Colombia, 2016), Universidad Autónoma de Santo Domingo (UASD, 2015), University of Nottingham, Malaysia campus (2015), University of British Columbia (Vancouver, Canada 2014), Carleton University (Ottawa, Canada, 2012), University of South Africa, UNISA (Pretoria, South Africa, 2012), University of Anahuac Mayad (Mérida, Mexico, 2008), University of Kwazulu-Natal (Pietermaritzburg, South Africa, 2006), and Macquarie University (Sydney, Australia, 2005). She has presented papers in international congresses all over the world.