Flipped Learning as an Empowering Educational Tool for Enhancing English Language

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Published: Feb 19, 2024
Updated: 2024-02-19
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2024-02-19 (7)
DOI: https://doi.org/10.17163/alt.v19n1.2024.08
Keywords:
Flipped learning, Education innovation, Pedagogical technology integration, Active learning, ICT for Education, Digital environments.

Main Article Content

Katherine Guayasamín
Universidad Politécnica Salesiana
https://orcid.org/0000-0002-0530-6848
Esteban Inga
Universidad Politecnica Salesiana
https://orcid.org/0000-0002-0837-0642

Abstract

This paper examines the effectiveness of Flipped Learning (FL) as a methodology for teaching English subjects to seventh-grade students. The study uses a descriptive historical process and a Likert-scale survey to assess students' perceptions of FL. The results reveal that FL is an effective methodology that improves student engagement, motivation, and learning outcomes.The study suggests that FL promotes an active and engaging learning environment and encourages students to take ownership of their learning process. The teacher remains the primary facilitator, guiding students and providing continuous, hands-on assessment. Research shows that applying the FL model encourages student participation and interaction with the teacher, which enhances student engagement.The methodology section of this article illustrates the processes followed to collect data from a descriptive historical process from a previous bibliometric analysis. The experimental approach using a Likert scale survey helps to gauge student perceptions and opinions, which is an effective data collection method. Based on a synthetic, analytical process, the results show that FL is an innovative teaching approach that can improve student motivation and learning outcomes. The article suggests that teachers design and implement innovative pedagogical strategies.

Article Details

Issue
Vol. 19 No. 1 (2024): (January-June 2024): Teacher training
Section
MISCELLANEOUS SECTION
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