Writing competence in translating ESP texts through blogging within the framework of flipped classroom


 In this paper, we aim to verify whether Flipped Classroom and blogging promote writing competence in specialized English. order do this, implemented an experiment with learners from the Specialized Translation (English) course, 4th academic year of BA Interpretation during 2019-2020. This didactic experience consisted creation a blog by their tasks, which some translations English into Spanish text composition To assess experience, two questionnaires were made: diagnostic survey ascertain learners’ knowledge related acquisition written through within framework Classroom, final analyze progress. Moreover, quality research was done on English-Spanish translation, used process teaching evaluation metrics, such as Precision, Recall, WER BLEU. Finally, texts produced Coh-Metrix tool co-evaluation studied