Reverse Pedagogy and the Task-Based Approach in FFL Class in Qualifying Secondary School in Morocco: Analysis of Two Experiences of the Reverse Class

Abstract

This article presents two experiences of the flipped classroom applying the task-based
approach and using the potential of ICT. The two experiences, which illustrate the possibility
of exploiting reverse pedagogy for the teaching of French as a foreign language, are tested in
order to improve the acquisition of French as a foreign language in the secondary cycle
qualifying through the establishment of a hybrid device