Resumo

AGUAYO VERGARA, Margarita et al. Students’ perspective on flipped classroom pedagogical approach in the learning of english as a foreign language. Educación [online]. 2019, vol.43, n.1, pp.97-113. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v43i1.31529.

The acquisition of a second language constitutes a fundamental aspect of globalized society in the 21st century. The learning of the English language is promoted through the national public policy of education. In this context, the objective of the study was to describe the students’ perception about the implementation of the flipped classroom methodology in a communicative English course. The study was carried out with undergraduate students from Architecture and Civil Chemical Engineering careers. The study was descriptive with a cross-sectional design, and an intentional non-probabilistic sample. A questionnaire was designed and validated through expert judgment. It considered three dimensions: learning before class, learning in the classroom, and assessing the methodology. The data were analyzed using descriptive statistics. The results show that students value that they can watch the content videos and they can review them prior to the face-to-face class. Also, the students perceived that the teacher/student roles changed in the class. The teacher became a guide and facilitator and students became more active in their own learning process. In conclusion, the flipped classroom methodology diversifies the learning spaces, improves prior knowledge and optimizes the formation process to allow a student-centered approach. Introducción

Palavras-chave : lengua extranjera; aprendizaje activo; flipped classroom; educación superior.

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