Acceso usuarios
José Andrés López Jordán, Antonio Lenin Argudo Garzón
La aplicación de técnicas de aula invertida en la adquisición de un segundo idioma ha cobrado creciente atención debido a su potencial percibido para mejorar el rendimiento académico y la motivación de los estudiantes a nivel de educación secundaria. Esta revisión de literatura examina investigaciones existentes sobre aulas invertidas en la enseñanza del inglés como lengua extranjera (EFL), con el objetivo de contextualizar una investigación sobre las percepciones de los docentes respecto a la adopción de modelos invertidos en escuelas secundarias públicas de Ambato. Al evaluar mediante encuestas y entrevistas las actitudes y experiencias de los educadores con aulas invertidas de EFL, este estudio pretende proporcionar orientación basada en datos a las instituciones e instructores regionales sobre los desafíos, resultados, mejores prácticas y recomendaciones para permitir una implementación efectiva. Considerando que un buen dominio del inglés está estrechamente relacionado con las oportunidades académicas y profesionales de los jóvenes de Ambato, esta investigación busca evaluar la viabilidad de las técnicas invertidas para optimizar la pedagogía local de EFL resaltando las perspectivas del profesorado sobre los puntos de fricción y los éxitos en el empleo del aprendizaje invertido.
The application of flipped classroom techniques in second language acquisition has gained increasing attention due to their perceived potential for improving students' academic achievement and motivation at the secondary school level. This literature review examines existing research on flipped classrooms in teaching English as a foreign language (EFL), with the aim of contextualizing an investigation of teachers' perceptions of the adoption of flipped models in public secondary schools in Ambato. By assessing through surveys and interviews educators' attitudes and experiences with flipped EFL classrooms, this study aims to provide data-driven guidance to regional institutions and instructors on challenges, outcomes, best practices, and recommendations to enable effective implementation. Considering that strong English proficiency is closely related to academic and career opportunities for Ambato's youth, this research seeks to assess the feasibility of flipped techniques to optimize local EFL pedagogy by highlighting faculty perspectives on friction points and successes in employing flipped learning.
The application of flipped classroom techniques in second language acquisition has garnered increasing attention due to its potential to enhance student academic performance and motivation at the secondary school level. This literature review examines existing research on flipped classrooms within English as a Foreign Language (EFL) instruction, aiming to contextualize an investigation into teacher perceptions of adopting flipped models in Ambato public middle and high schools. By evaluating educator attitudes and experiences with Flipped EFL classrooms via surveys and interviews. This study intends to provide data-backed guidance to regional institutions and instructors on challenges, outcomes, best practices, and recommendations to enable effective implementation. With strong English proficiency closely tied to academic and career opportunities for Ambato youths, this research seeks to assess the viability of flipped techniques for optimizing local EFL pedagogy by spotlighting teacher-centered perspectives on friction points and successes in employing flipped learning.
