Flipped Learning in preservice secondary English teachers
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| Autors: | , , , , , , |
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| Format: | artículo original |
| Estat: | Versión publicada |
| Data de publicació: | 2026 |
| Descripció: | Introduction: The Flipped Learning approach reconfigures traditional teaching by moving direct instruction outside the classroom, fostering students’ active engagement and autonomy. Objective: To determine the relationship between the Flipped Learning methodology and English language learning in students of initial teacher training in Secondary Education. Methods: We conducted a correlational study with 50 students from the VI, VIII, and X cycles (2025-II). We applied two Likert-type questionnaires validated by expert judgment (Cronbach’s alpha: 0,987 and 0,985). Results: Most students (71%) reported high flipped learning implementation, which correlated with a high level of English proficiency (72%; rho = 0.800; p = 0.025). Conclusions: The Flipped Learning methodology correlated with good English language learning. We recommend strengthening teacher training in active methodologies to maximize the impact on linguistic production and academic performance. |
| Pais: | Portal de Revistas UNED |
| Institution: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| OAI Identifier: | oai:revistas.uned.ac.cr:article/6417 |
| Accés en línia: | https://revistas.uned.ac.cr/index.php/index/article/view/6417 |
| Paraula clau: | aprendizaje invertido aprendizaje del inglés educación secundaria formación docente innovación pedagógica Flipped Learning English learning secondary education teacher training pedagogical innovation |