Intensive Basic Latin: A Grammar and Workbook comprises a dynamic reference grammar and related exercises in a single volume. Students, for their part, seem not to have perceived the model’s ability to support different levels of competence nor its emphasis on formative assessment. On the instructor’s part, SOFLA has demanded a huge amount of effort and time in the selection and creation of materials and activities, as well as a constant flexibility to reorganize time management in response to routines too time-consuming for large groups.

On the other hand, several challenges have also been encountered while using this course model. Most importantly, student performance in the final test has shown a clear improvement, with a failure rate descending from 24,6% in the previous academic year to 14,9%.

Also, as a post-test survey has proved, the approach has been mostly positively received by students, who have appreciated the quality of the materials and the innovative methodology, despite a generally-spread discontent with the online format. This experience implementing SOFLA has revealed as one of its main advantages the facilitation of lesson planning thanks to its consistent work plan, whose detailed description in the literature has also provided the novice online instructor with a curated collection of digital tools for both the asynchronous and synchronous stages (Marshall and Kostka, 2020). SOFLA offers an eight-step work plan that first engages students with materials in the asynchronous pre-work stage and then divides each synchronous online lesson into seven sections: sign-in, whole group application, breakouts, share-out, preview and discovery, assignment instructions and reflection. The SOFLA framework is a recent proposal within TESOL that combines Computer-Assisted Language Learning (CALL) and flipped learning, adapting the blended format of the latter – out-of-class CALL for instructional content and in-class face-to-face practical activities – to a fully online delivery mode. After taking into account some characteristics of the instructional context, such as the students’ varied language levels, the weekly synchronous online classes, and the unfeasibility of altering course contents, the chosen methodology was the Synchronous Online Flipped Learning Approach, or SOFLA (Marshall, 2019 Marshall and Rodríguez Buitrago, 2017). This chapter presents an experience in an English as a Foreign Language college course for student teachers that had to be moved entirely online.

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