Abstract

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