The flipped classroom concept in German language teaching

The following thesis deals with the use of the flipped classroom method in teaching German at lower secondary schools. Additionally, the method has been tested at a vocational secondary school, which serves as a point of comparison for both the learning outcomes and the course of instruction. The aim was to find out whether this approach can promote students' independence, increase their activity, enable deeper practice and individualization of teaching, and how it is perceived by students and teachers. The introductory chapters focus on the impact of digitisation on current foreign language teaching, describe the flipped classroom method, including its development, principles, and current form, and outline the position of German as a foreign language in the Czech education system. The following chapters present a research study that took place at five elementary schools in Pardubice, Český Brod, and Prague and at one secondary vocational school in Prague in 13 language groups of students aged 12-16. The study included the creation of three teaching units, two with elements of the flipped classroom and one without these elements, and their verification in practice. The home phase consisted of an instructional video as homework, followed by a lesson led by the author. Before and after the lesson,...