Implementing the Flipped Classroom Model in University English Courses: Effects on Student Engagement and Speaking Performance

Italo Rigoberto Carabajo Romero

doi:10.70881/mcj/v4/n2/151

Autores/as

Italo Rigoberto Carabajo Romero Universidad Agraria del Ecuador Autor/a https://orcid.org/0000-0002-9592-1659

DOI:

https://doi.org/10.70881/mcj/v4/n2/151

Palabras clave:

aula invertida, compromiso estudiantil, desempeño oral en inglés, enseñanza de idiomas, educación universitaria

Resumen

El modelo de aula invertida ha emergido como una estrategia pedagógica innovadora que redistribuye el tiempo instruccional, trasladando la exposición de contenidos al entorno externo al aula y reservando el tiempo presencial para actividades interactivas de práctica. El presente estudio cuasi-experimental tuvo como objetivo evaluar los efectos de la implementación del modelo de aula invertida sobre el compromiso estudiantil y el desempeño oral en inglés de nivel A1 en el Centro de Idiomas de la Universidad Agraria del Ecuador. Participaron 60 estudiantes distribuidos en un grupo experimental (n = 30) y un grupo control (n = 30). Se aplicaron un pre-test y post-test de producción oral alineados al MCER, una rúbrica analítica de speaking y un cuestionario de compromiso estudiantil con escala Likert. Los resultados mostraron diferencias significativas en favor del grupo experimental tanto en el desempeño oral (t(58) = 7.83, p < .001, d = 2.27) como en el compromiso estudiantil (t(58) = 11.27, p < .001, d = 2.90). Se concluye que el modelo de aula invertida es una estrategia efectiva para mejorar el rendimiento oral y el involucramiento estudiantil en inglés universitario en el contexto ecuatoriano.

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