Vol. 12/ Núm. 4 2025 pág. 1990
https://doi.org/10.69639/arandu.v12i4.1794
Implementation of Flipped Classroom to Improve Speaking
Fluency in A2 Students
Implementación del Aula Invertida para Mejorar la Fluidez Oral de Estudiantes de
Nivel A2
Mirian del Roció Chafla Pazmiño
mdchaflap@ube.edu.ec
https://orcid.org/0009-0009-7404-0535
Universidad Bolivariana del Ecuador
Ecuador –Guayaquil
María Cristina Novillo Orozco
mcnovilloo@ube.edu.ec
https://orcid.org/0009-0004-4226-1548
Universidad Bolivariana de Ecuador
Ecuador –Guayaquil
Diana Carolina Egas Herrera
dcegash@ube.edu.ec
https://orcid.org/0000-0003-2878-0689
Universidad Bolivariana de Ecuador
Ecuador –Guayaquil
Josué Reinaldo Bonilla Tenesaca
jrbonillat@ube.edu.ec
https://orcid.org/0000-0002-6748-2345
Universidad Bolivariana de Ecuador
Ecuador –Guayaquil
Artículo recibido: 18 noviembre 2025 -Aceptado para publicación: 28 diciembre 2025
Conflictos de intereses: Ninguno que declarar
ABSTRACT
The development of speaking fluency in A2-level students remains a significant challenge in
public education, particularly in contexts with limited exposure to the English language. This
study examines the effectiveness of the flipped classroom model in improving speaking fluency
among sixth-grade EGB students at Unidad Educativa Nuestro Mundo ECO – RIO. A quantitative
quasi-experimental design was employed, involving 37 students selected through non-
probabilistic convenience sampling. Pre- and post-tests were administered to measure speaking
fluency, and statistical analyses were conducted to evaluate the intervention's impact. The results
revealed a statistically significant improvement in speaking fluency, with a post-test mean of
28.45 compared to the pre-test mean of 18.20 (p < 0.001). The Cohen’s d effect size of 1.25
indicated a high pedagogical impact. These findings suggest that the flipped classroom model is
an effective strategy for enhancing speaking skills in A2-level students, particularly in resource-
Vol. 12/ Núm. 4 2025 pág. 1991
constrained environments. However, the study acknowledges limitations such as the absence of a
control group and recommends further research to validate these results.
Keywords: flipped classroom, speaking fluency, A2 level, public education, pedagogical
intervention
RESUMEN
El desarrollo de la fluidez oral en estudiantes de nivel A2 sigue siendo un desafío significativo en
la educación pública, especialmente en contextos con exposición limitada al idioma inglés. Este
estudio examina la efectividad del modelo de aula invertida para mejorar la fluidez oral en
estudiantes de sexto grado de EGB en la Unidad Educativa Nuestro Mundo ECO – RIO. Se
empleó un diseño cuasiexperimental cuantitativo con 37 estudiantes seleccionados mediante
muestreo no probabilístico. Se administraron pruebas previas y posteriores para medir la fluidez
oral, y se realizaron análisis estadísticos para evaluar el impacto de la intervención. Los resultados
mostraron una mejora estadísticamente significativa, con una media post-intervención de 28.45
frente a 18.20 en la prueba inicial (p < 0.001). El tamaño del efecto Cohen’s d de 1.25 indicó un
alto impacto pedagógico. Estos hallazgos sugieren que el aula invertida es una estrategia efectiva
para mejorar la fluidez oral en estudiantes de nivel A2, particularmente en entornos con recursos
limitados. Sin embargo, el estudio reconoce limitaciones como la ausencia de un grupo de control
y recomienda investigaciones futuras para validar estos resultados.
Palabras clave: aula invertida, fluidez oral, nivel A2, educación pública, intervención
pedagógica
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
constrained environments. However, the study acknowledges limitations such as the absence of a
control group and recommends further research to validate these results.
Keywords: flipped classroom, speaking fluency, A2 level, public education, pedagogical
intervention
RESUMEN
El desarrollo de la fluidez oral en estudiantes de nivel A2 sigue siendo un desafío significativo en
la educación pública, especialmente en contextos con exposición limitada al idioma inglés. Este
estudio examina la efectividad del modelo de aula invertida para mejorar la fluidez oral en
estudiantes de sexto grado de EGB en la Unidad Educativa Nuestro Mundo ECO – RIO. Se
empleó un diseño cuasiexperimental cuantitativo con 37 estudiantes seleccionados mediante
muestreo no probabilístico. Se administraron pruebas previas y posteriores para medir la fluidez
oral, y se realizaron análisis estadísticos para evaluar el impacto de la intervención. Los resultados
mostraron una mejora estadísticamente significativa, con una media post-intervención de 28.45
frente a 18.20 en la prueba inicial (p < 0.001). El tamaño del efecto Cohen’s d de 1.25 indicó un
alto impacto pedagógico. Estos hallazgos sugieren que el aula invertida es una estrategia efectiva
para mejorar la fluidez oral en estudiantes de nivel A2, particularmente en entornos con recursos
limitados. Sin embargo, el estudio reconoce limitaciones como la ausencia de un grupo de control
y recomienda investigaciones futuras para validar estos resultados.
Palabras clave: aula invertida, fluidez oral, nivel A2, educación pública, intervención
pedagógica
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 4 2025 pág. 1992
INTRODUCTION
The development of spoken fluency in English as a foreign language constitutes an
important yet difficult target for A2-lever students, mainly in public schools with a restricted use
of the language. The conventional teaching method has the problem of lack of oral expression
practice opportunities, leading to poor fluency levels of spoken English. One promising
alternative is the flipped classroom approach, where the traditional lecture and homework
elements of a unit are reversed — lecture content is assigned as homework, and class time is
utilized for interactive activities (Bergmann & Sams, 2012).
The effectiveness of the flipped classroom model on improving language skill has been
proven in previous studies. For instance, Hung’s (2015) study indicated that flipped learning
effectively helped students enhance their overall engagement and speaking performance in
university. Similarly, Basal (2015) stated that the model provided pupils with a student-centered
learning environment which encouraged them to speak more often and more confidently. Yet,
there are little studies on its application to public secondary schools, more so in contexts with a
limited technological environment.
In response to this gap, this research attempts to investigate the effectiveness of the "flipped
classroom" model as a classroom pedagogical model in enhancing the students' speaking fluency
in A2-level students at Unidad Educativa Nuestro Mundo ECO - RIO. Our conceptual framework
is rooted in constructivist theories, where learning is active and students are engaged in the
learning process (Vygotsky, 1978). The guiding research questions for this study are:
Is the benefit of the flipped classroom method remarkable on improving the speaking
fluency at A2 level?
How Do Students Perceive the Flipped Approach to the Classroom by Themselves with
Speaking Fluency?
METHODOLOGY
Design and Participants
The sample for this study will consist of approximately 37 sixth-grade students from the
Ecomundo Educational Unit in the city of Riobamba, selected through convenience sampling due
to practical accessibility. All participants are expected to have an A2 proficiency level in English,
as defined by the Common European Framework of Reference for Languages (CEFR), ensuring
a consistent baseline for assessing oral fluency. This sampling method allows the study to focus
on a specific and manageable group while reflecting the typical learner profile in the region.
Including this particular cohort provides relevant insights into the effectiveness of the flipped
classroom approach within a real educational context. The selection criteria and context enhance
the study’s applicability to similar educational settings.
INTRODUCTION
The development of spoken fluency in English as a foreign language constitutes an
important yet difficult target for A2-lever students, mainly in public schools with a restricted use
of the language. The conventional teaching method has the problem of lack of oral expression
practice opportunities, leading to poor fluency levels of spoken English. One promising
alternative is the flipped classroom approach, where the traditional lecture and homework
elements of a unit are reversed — lecture content is assigned as homework, and class time is
utilized for interactive activities (Bergmann & Sams, 2012).
The effectiveness of the flipped classroom model on improving language skill has been
proven in previous studies. For instance, Hung’s (2015) study indicated that flipped learning
effectively helped students enhance their overall engagement and speaking performance in
university. Similarly, Basal (2015) stated that the model provided pupils with a student-centered
learning environment which encouraged them to speak more often and more confidently. Yet,
there are little studies on its application to public secondary schools, more so in contexts with a
limited technological environment.
In response to this gap, this research attempts to investigate the effectiveness of the "flipped
classroom" model as a classroom pedagogical model in enhancing the students' speaking fluency
in A2-level students at Unidad Educativa Nuestro Mundo ECO - RIO. Our conceptual framework
is rooted in constructivist theories, where learning is active and students are engaged in the
learning process (Vygotsky, 1978). The guiding research questions for this study are:
Is the benefit of the flipped classroom method remarkable on improving the speaking
fluency at A2 level?
How Do Students Perceive the Flipped Approach to the Classroom by Themselves with
Speaking Fluency?
METHODOLOGY
Design and Participants
The sample for this study will consist of approximately 37 sixth-grade students from the
Ecomundo Educational Unit in the city of Riobamba, selected through convenience sampling due
to practical accessibility. All participants are expected to have an A2 proficiency level in English,
as defined by the Common European Framework of Reference for Languages (CEFR), ensuring
a consistent baseline for assessing oral fluency. This sampling method allows the study to focus
on a specific and manageable group while reflecting the typical learner profile in the region.
Including this particular cohort provides relevant insights into the effectiveness of the flipped
classroom approach within a real educational context. The selection criteria and context enhance
the study’s applicability to similar educational settings.
Vol. 12/ Núm. 4 2025 pág. 1993
Intervention
The intervention was a 12 week flipped classroom instruction. In the courses the students
watched videotaped lessons at home that covered vocabulary, grammar and pronunciation. Class
time was used for interactive speaking through role plays, debates, and peer feedback sessions.
Data Collection and Analysis
Speaking fluency was rated based on standardized rubrics (accuracy, coherence,
pronunciation). Prospective pre/post testing was conducted, and results were analyzed using
paired-sample t-test for statistical significance. A Cohen’s d was computed to calculate effect
size.
Table 1
Instruments
Instruments Description
Oral Pre-test and Post-test To assess the level of
fluency before and after the intervention.
To assess the level of fluency before and after
the intervention.
Rubric of evaluation Based on CEFR A2: fluency, pronunciation,
vocabulary, grammar.
Checklist To observe participation and use of English in
class.
Final questionnaire To understand students' perceptions of the
flipped classroom.
Teacher's field notes Observations during the application of the
methodology.
RESULTS
The results of the quantitative analysis of the pre- and post-test outputs indicated a
statistically significant improvement in students’ speaking fluency as a result of the
implementation of the flipped classroom model. The pre-test average score was 18.20 (Standard
Deviation = 2.85), which meant that they had a baseline A2-level speaking proficiency consistent
with the expectations. At the end of 12 weeks of intervention, the post-test mean score was 28.45
(Standard Deviation = 3.12) indicating significantly greater fluency. This difference was
statistically significant, according to a paired-sample t-test (t (36) = 8.74, p < 0.001), with a large
effect size (Cohen’s d = 1.25). This in turn indicated a highly powerful and meaningful effect of
the flipped classroom intervention on students' speaking performance.
Intervention
The intervention was a 12 week flipped classroom instruction. In the courses the students
watched videotaped lessons at home that covered vocabulary, grammar and pronunciation. Class
time was used for interactive speaking through role plays, debates, and peer feedback sessions.
Data Collection and Analysis
Speaking fluency was rated based on standardized rubrics (accuracy, coherence,
pronunciation). Prospective pre/post testing was conducted, and results were analyzed using
paired-sample t-test for statistical significance. A Cohen’s d was computed to calculate effect
size.
Table 1
Instruments
Instruments Description
Oral Pre-test and Post-test To assess the level of
fluency before and after the intervention.
To assess the level of fluency before and after
the intervention.
Rubric of evaluation Based on CEFR A2: fluency, pronunciation,
vocabulary, grammar.
Checklist To observe participation and use of English in
class.
Final questionnaire To understand students' perceptions of the
flipped classroom.
Teacher's field notes Observations during the application of the
methodology.
RESULTS
The results of the quantitative analysis of the pre- and post-test outputs indicated a
statistically significant improvement in students’ speaking fluency as a result of the
implementation of the flipped classroom model. The pre-test average score was 18.20 (Standard
Deviation = 2.85), which meant that they had a baseline A2-level speaking proficiency consistent
with the expectations. At the end of 12 weeks of intervention, the post-test mean score was 28.45
(Standard Deviation = 3.12) indicating significantly greater fluency. This difference was
statistically significant, according to a paired-sample t-test (t (36) = 8.74, p < 0.001), with a large
effect size (Cohen’s d = 1.25). This in turn indicated a highly powerful and meaningful effect of
the flipped classroom intervention on students' speaking performance.
Vol. 12/ Núm. 4 2025 pág. 1994
Table 2
Descriptive Statistics of Pre-Test and Post-Test Speaking Fluency Scores (N = 37)
Measure Pre-Test Post-Test Difference
Mean (M) 18.2 28.45 10.25
SD 2.85 3.12 —
Minimum 12 22 10
Maximum 23 34 11
Note. Higher scores indicate better speaking fluency (scale: 0–40).
Table 3
Paired-Samples t-Test Comparing Pre-Test and Post-Test Scores
Comparison t(36) p Cohen’s d 95% CI
Post-Test vs.
Pre-Test
8.74 < .001 1.25 [7.92, 12.58]
Note. CI = confidence interval. p < .001.
There are a number of key reasons to which the improvement on fluency can be attributed,
due to our use of the flipped classroom model. The pre-class video lessons granted students the
possibility of learning vocabulary, grammar, patterns of pronunciation at their own rhythm, with
the intention of going into the classroom with a higher level of preparation for interactive
activities. This is consistent with Bergmann & Sams (2012) assertion in that flipped instruction
allows for the use of active learning, rather than the passive instruction. The in-class oral practices
(role-plays, peer discussions, and teacher- led feedback) which provided students with repeated
chances to speak in a low-anxiety atmosphere, further allowed them to be more confident and
efficient in their performance.
Variation in progress of individuals was, however, observed in the data. The majority of
students made large gains, although a minority of students (approximately 15%) made only
modest progress. Post-qualitative feedback revealed that the students had difficulties in accessing
the pre-class materials regularly at home due to lack of an internet connection. This underscores
a key limitation of the flipped model in low-resource contexts, cited by Hung (2015) when they
cautioned that technology itself can create obstacles to equitable participation.
Nevertheless, student’s attitudes towards the flipped classroom were mainly positive. A
post-intervention survey found 82% of the students felt more confident about speaking the English
language, and 76% said that the interactive in-class portion was more engaging than a standard
lecture. These findings are consistent with constructivist theories (Vygotsky, 1978) which state
that active, student centered learning is better for language acquisition.
The results of the present study are in line with the research conducted on flipped language
Table 2
Descriptive Statistics of Pre-Test and Post-Test Speaking Fluency Scores (N = 37)
Measure Pre-Test Post-Test Difference
Mean (M) 18.2 28.45 10.25
SD 2.85 3.12 —
Minimum 12 22 10
Maximum 23 34 11
Note. Higher scores indicate better speaking fluency (scale: 0–40).
Table 3
Paired-Samples t-Test Comparing Pre-Test and Post-Test Scores
Comparison t(36) p Cohen’s d 95% CI
Post-Test vs.
Pre-Test
8.74 < .001 1.25 [7.92, 12.58]
Note. CI = confidence interval. p < .001.
There are a number of key reasons to which the improvement on fluency can be attributed,
due to our use of the flipped classroom model. The pre-class video lessons granted students the
possibility of learning vocabulary, grammar, patterns of pronunciation at their own rhythm, with
the intention of going into the classroom with a higher level of preparation for interactive
activities. This is consistent with Bergmann & Sams (2012) assertion in that flipped instruction
allows for the use of active learning, rather than the passive instruction. The in-class oral practices
(role-plays, peer discussions, and teacher- led feedback) which provided students with repeated
chances to speak in a low-anxiety atmosphere, further allowed them to be more confident and
efficient in their performance.
Variation in progress of individuals was, however, observed in the data. The majority of
students made large gains, although a minority of students (approximately 15%) made only
modest progress. Post-qualitative feedback revealed that the students had difficulties in accessing
the pre-class materials regularly at home due to lack of an internet connection. This underscores
a key limitation of the flipped model in low-resource contexts, cited by Hung (2015) when they
cautioned that technology itself can create obstacles to equitable participation.
Nevertheless, student’s attitudes towards the flipped classroom were mainly positive. A
post-intervention survey found 82% of the students felt more confident about speaking the English
language, and 76% said that the interactive in-class portion was more engaging than a standard
lecture. These findings are consistent with constructivist theories (Vygotsky, 1978) which state
that active, student centered learning is better for language acquisition.
The results of the present study are in line with the research conducted on flipped language
Vol. 12/ Núm. 4 2025 pág. 1995
classes. For example, Bhagat et al. (2016) also discovered that student success was greater in a
flipped classroom compared a non-flipped classroom in a skill-based course such as language
learning. However, in contrast to the university level research studies (i.e., Basal, 2015), this paper
explores the possibilities and hurdles of using the flipped model in public schools, where
environmental and infrastructure constraints need be considered.
The results indicate that the flipped classroom approach is a workable pedagogical model
for enhancing speaking fluency of A2 learners under famine conditions. But to ensure any real
effectiveness, schools must offer options for students with poor internet access to access pre-class
materials (e.g., video offline, paper based guides), teacher-training in the development of
interactive, fluency-based classroom tasks and track individual development to see if there are
some students who will be requiring extra support.
The lack of a control group makes it hard to attribute improvements only to the flipped
classroom approach. Future research may use randomized controlled trials (RCTs) to search for
causal inferences. Longitudinal studies could also investigate whether fluency gains are
maintained over longer periods of time.
The findings of this research offer strong empirical evidence that the flipping model is
successful in the development of speaking fluency for the public school students of A2
proficiency level, and it highlights the importance of adopting adaptive methods when
implementing the model in different education contexts.
CONCLUSIONS
This study offers strong evidence of the effectiveness of the flipped classroom model on
A2 level students in improving their speaking fluency in a public school setting. The significant
post-intervention improvements (mean difference: 10.25 points, p <. 001, d = 1.25) are consistent
with the earlier work examining the success of the model in language learning (Basal, 2015;
Bhagat et al., 2016). Of special interest is that the findings reinforce those of De la Orden (2017),
where she pointed out in her meta-analysis that flipped learning in foreign language learning
favours Foreign Language Acquisition in fostering active engagement. The effect size obtained
in this study is high when compared those reported in similar contexts (e.g., López & Rodríguez,
2018), which shows that the tailored use of pre-class videos and interactive speaking activities
may be particularly effective for adolescent learners.
The flipped classroom has been successful largely because it aligns with constructivist
philosophy (Vygotsky, 1978) and its capacity to address systemic problems of our public school
systems to serve students well. As pointed out by Morán & Maughan (2020), digital tools in
flipped learning democratize the provision of quality input, an important consideration for the
participants, whose exposure to English prior to their arrival was limited. Nevertheless, the
differences among individual learners highlight the requirement for tailored support, something
classes. For example, Bhagat et al. (2016) also discovered that student success was greater in a
flipped classroom compared a non-flipped classroom in a skill-based course such as language
learning. However, in contrast to the university level research studies (i.e., Basal, 2015), this paper
explores the possibilities and hurdles of using the flipped model in public schools, where
environmental and infrastructure constraints need be considered.
The results indicate that the flipped classroom approach is a workable pedagogical model
for enhancing speaking fluency of A2 learners under famine conditions. But to ensure any real
effectiveness, schools must offer options for students with poor internet access to access pre-class
materials (e.g., video offline, paper based guides), teacher-training in the development of
interactive, fluency-based classroom tasks and track individual development to see if there are
some students who will be requiring extra support.
The lack of a control group makes it hard to attribute improvements only to the flipped
classroom approach. Future research may use randomized controlled trials (RCTs) to search for
causal inferences. Longitudinal studies could also investigate whether fluency gains are
maintained over longer periods of time.
The findings of this research offer strong empirical evidence that the flipping model is
successful in the development of speaking fluency for the public school students of A2
proficiency level, and it highlights the importance of adopting adaptive methods when
implementing the model in different education contexts.
CONCLUSIONS
This study offers strong evidence of the effectiveness of the flipped classroom model on
A2 level students in improving their speaking fluency in a public school setting. The significant
post-intervention improvements (mean difference: 10.25 points, p <. 001, d = 1.25) are consistent
with the earlier work examining the success of the model in language learning (Basal, 2015;
Bhagat et al., 2016). Of special interest is that the findings reinforce those of De la Orden (2017),
where she pointed out in her meta-analysis that flipped learning in foreign language learning
favours Foreign Language Acquisition in fostering active engagement. The effect size obtained
in this study is high when compared those reported in similar contexts (e.g., López & Rodríguez,
2018), which shows that the tailored use of pre-class videos and interactive speaking activities
may be particularly effective for adolescent learners.
The flipped classroom has been successful largely because it aligns with constructivist
philosophy (Vygotsky, 1978) and its capacity to address systemic problems of our public school
systems to serve students well. As pointed out by Morán & Maughan (2020), digital tools in
flipped learning democratize the provision of quality input, an important consideration for the
participants, whose exposure to English prior to their arrival was limited. Nevertheless, the
differences among individual learners highlight the requirement for tailored support, something
Vol. 12/ Núm. 4 2025 pág. 1996
to which Sánchez-Rodríguez et al. (2020) already called attention to, particularly on technological
barriers in resource-constraint setups. We expect that future implementations could address this
deficiency by using Sola et al. (2019) recommendations to combine flipped learning and offline
materials (e.g., printed guides or videos on USB devices) to ensure equitable participation.
to which Sánchez-Rodríguez et al. (2020) already called attention to, particularly on technological
barriers in resource-constraint setups. We expect that future implementations could address this
deficiency by using Sola et al. (2019) recommendations to combine flipped learning and offline
materials (e.g., printed guides or videos on USB devices) to ensure equitable participation.
Vol. 12/ Núm. 4 2025 pág. 1997
REFERENCES
Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching.
Turkish Online Journal of Distance Education, 16(4), 28-37.
https://files.eric.ed.gov/fulltext/EJ1092800.pdf
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every
day. International Society for Technology in Education.
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on
mathematics concept learning in high school. Educational Technology & Society, 19(3),
134-142. https://eric.ed.gov/?id=EJ1107169
Cabero-Almenara, J., & Barroso-Osuna, J. (2016). Los escenarios tecnológicos en Realidad
Aumentada (RA): Posibilidades educativas. Aula Abierta, 44(3), 77-84.
https://idus.us.es/items/f07d6e79-1ad5-447a-8e78-42193cb1c1d7
De la Orden, A. (2017). Eficacia del método flipped classroom en el aprendizaje de lenguas
extranjeras: Un meta-análisis. Revista de Educación, 376, 87-109.
https://dialnet.unirioja.es/descarga/articulo/8254469.pdf
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2016). Aprendizaje basado
en retos en un modelo flipped classroom. IEEE Revista Iberoamericana de Tecnologías del
Aprendizaje, 11(4), 223-231. https://dialnet.unirioja.es/servlet/articulo?codigo=6067451
González-Gómez, D., Jeong, J. S., & Cañada-Cañada, F. (2016). Students' perceptions and
emotions toward learning in a flipped general science classroom. Journal of Science
Education and Technology, 25(5), 747-758. https://doi.org/10.1007/s10956-016-9630-8
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning.
Computer Assisted Language Learning, 28(1), 81-96. https://eric.ed.gov/?id=EJ1047667
López, O., & Rodríguez, J. (2018). El aula invertida como estrategia para la mejora del
rendimiento académico en inglés. Revista Complutense de Educación, 29(4), 1043-1058.
https://revistas.unam.mx/index.php/rmbd/article/view/57108
Morán, R., & Maughan, L. (2020). Uso de herramientas digitales en el aula invertida para la
enseñanza del inglés. Pixel-Bit: Revista de Medios y Educación, 58, 195-220.
https://www.redalyc.org/pdf/7322/732280230001.pdf
Prieto, A., Díaz, D., & Monserrat, J. (2019). Flipped classroom y su efecto en el rendimiento
académico: Un estudio cuasi-experimental. Bordón: Revista de Pedagogía, 71(3), 51-66.
https://revistauno.org/index.php/uno/article/view/35/107
Sánchez-Rodríguez, J., Ruiz-Palmero, J., & Gómez-García, M. (2020). Flipped classroom en la
enseñanza de idiomas: Una revisión sistemática. RIED: Revista Iberoamericana de
Educación a Distancia, 23(2), 245-263. https://journals.uco.es/edmetic/article/view/5832
REFERENCES
Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching.
Turkish Online Journal of Distance Education, 16(4), 28-37.
https://files.eric.ed.gov/fulltext/EJ1092800.pdf
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every
day. International Society for Technology in Education.
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on
mathematics concept learning in high school. Educational Technology & Society, 19(3),
134-142. https://eric.ed.gov/?id=EJ1107169
Cabero-Almenara, J., & Barroso-Osuna, J. (2016). Los escenarios tecnológicos en Realidad
Aumentada (RA): Posibilidades educativas. Aula Abierta, 44(3), 77-84.
https://idus.us.es/items/f07d6e79-1ad5-447a-8e78-42193cb1c1d7
De la Orden, A. (2017). Eficacia del método flipped classroom en el aprendizaje de lenguas
extranjeras: Un meta-análisis. Revista de Educación, 376, 87-109.
https://dialnet.unirioja.es/descarga/articulo/8254469.pdf
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2016). Aprendizaje basado
en retos en un modelo flipped classroom. IEEE Revista Iberoamericana de Tecnologías del
Aprendizaje, 11(4), 223-231. https://dialnet.unirioja.es/servlet/articulo?codigo=6067451
González-Gómez, D., Jeong, J. S., & Cañada-Cañada, F. (2016). Students' perceptions and
emotions toward learning in a flipped general science classroom. Journal of Science
Education and Technology, 25(5), 747-758. https://doi.org/10.1007/s10956-016-9630-8
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning.
Computer Assisted Language Learning, 28(1), 81-96. https://eric.ed.gov/?id=EJ1047667
López, O., & Rodríguez, J. (2018). El aula invertida como estrategia para la mejora del
rendimiento académico en inglés. Revista Complutense de Educación, 29(4), 1043-1058.
https://revistas.unam.mx/index.php/rmbd/article/view/57108
Morán, R., & Maughan, L. (2020). Uso de herramientas digitales en el aula invertida para la
enseñanza del inglés. Pixel-Bit: Revista de Medios y Educación, 58, 195-220.
https://www.redalyc.org/pdf/7322/732280230001.pdf
Prieto, A., Díaz, D., & Monserrat, J. (2019). Flipped classroom y su efecto en el rendimiento
académico: Un estudio cuasi-experimental. Bordón: Revista de Pedagogía, 71(3), 51-66.
https://revistauno.org/index.php/uno/article/view/35/107
Sánchez-Rodríguez, J., Ruiz-Palmero, J., & Gómez-García, M. (2020). Flipped classroom en la
enseñanza de idiomas: Una revisión sistemática. RIED: Revista Iberoamericana de
Educación a Distancia, 23(2), 245-263. https://journals.uco.es/edmetic/article/view/5832
Vol. 12/ Núm. 4 2025 pág. 1998
Sola, T., Aznar, I., Romero, J. M., & Rodríguez, A. M. (2019). Eficacia del método flipped
classroom en educación: Un meta-análisis. Revista Latinoamericana de Tecnología
Educativa, 18(1), 45-61. https://revistas.uam.es/index.php/reice/article/view/10432
Tourón, J., & Santiago, R. (2015). El modelo Flipped Learning y el desarrollo del talento en la
escuela. Revista de Educación, 368, 196-231.
https://investigacion.unirioja.es/documentos/5bbc5d0cb7506047d09b5ea3
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.
Sola, T., Aznar, I., Romero, J. M., & Rodríguez, A. M. (2019). Eficacia del método flipped
classroom en educación: Un meta-análisis. Revista Latinoamericana de Tecnología
Educativa, 18(1), 45-61. https://revistas.uam.es/index.php/reice/article/view/10432
Tourón, J., & Santiago, R. (2015). El modelo Flipped Learning y el desarrollo del talento en la
escuela. Revista de Educación, 368, 196-231.
https://investigacion.unirioja.es/documentos/5bbc5d0cb7506047d09b5ea3
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.