<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1390-8642</journal-id>
<journal-title><![CDATA[ALTERIDAD.Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Alteridad]]></abbrev-journal-title>
<issn>1390-8642</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86422024000100097</article-id>
<article-id pub-id-type="doi">10.17163/alt.v19n1.2024.08</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje invertido como herramienta educativa potenciadora para mejorar la lengua inglesa]]></article-title>
<article-title xml:lang="en"><![CDATA[Flipped Learning as an educational tool for enhancing english language]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guayasamín]]></surname>
<given-names><![CDATA[Katherine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inga]]></surname>
<given-names><![CDATA[Esteban]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Politécnica Salesiana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Politécnica Salesiana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>97</fpage>
<lpage>115</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86422024000100097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86422024000100097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86422024000100097&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo pretende examinar la eficacia del Flipped Learning (FL) como metodología para enseñar asignaturas de inglés a alumnos de séptimo curso. El estudio sugiere que el FL fomenta un entorno de aprendizaje activo y atractivo al animar a los estudiantes a tomar el control de su proceso de aprendizaje. Mientras el profesor sigue siendo el principal facilitador, guía a los alumnos y les proporciona una evaluación continua y práctica. La investigación muestra que la aplicación del modelo FL promueve la participación de los estudiantes y la interacción con el profesor, mejorando así el compromiso de los estudiantes. La sección de metodología de este artículo describe los procesos seguidos para recopilar datos, comenzando con un análisis bibliométrico para construir el estado del arte, seguido de un enfoque experimental para evaluar el método. Se utilizó una encuesta de escala Likert para medir las percepciones y opiniones de los estudiantes, demostrando ser un método eficaz de recogida de datos. Se utilizó un enfoque cuantitativo para evaluar las percepciones de los estudiantes sobre la FL. Los resultados revelan que FL es una metodología eficaz que mejora el compromiso, la motivación y los resultados de aprendizaje de los estudiantes. En consecuencia, el análisis sugiere que FL es un enfoque didáctico innovador que puede mejorar la motivación de los estudiantes y los resultados del aprendizaje mediante el diseño y la aplicación de estrategias pedagógicas innovadoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to examine the effectiveness of Flipped Learning (FL) as a methodology for teaching English subjects to seventh-grade students. The study suggests that FL fosters an active and engaging learning environment by encouraging students to take control of their learning process. While the teacher remains the primary facilitator, they guide students and provide continuous, hands-on assessment. Research shows that applying the FL model promotes student participation and interaction with the teacher, thus improving student engagement. The methodology section of this article describes the processes followed to collect data, starting with a bibliometric analysis to build the state of the art, followed by an experimental approach to evaluate the method. A Likert-scale survey was used to measure student perceptions and opinions, proving an effective data collection method. A quantitative approach was used to assess students&#8217; perceptions of LF. The results reveal that FL is an effective methodology that improves student engagement, motivation, and learning outcomes. Consequently, the analysis suggests that FL is an innovative didactic approach that can improve student motivation and learning outcomes by designing and implementing innovative pedagogical strategies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje invertido]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[integración de la tecnología pedagógica]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[TIC para la Educación]]></kwd>
<kwd lng="es"><![CDATA[entornos digitales.]]></kwd>
<kwd lng="en"><![CDATA[flipped learning]]></kwd>
<kwd lng="en"><![CDATA[education innovation]]></kwd>
<kwd lng="en"><![CDATA[pedagogical technology integration]]></kwd>
<kwd lng="en"><![CDATA[active learning]]></kwd>
<kwd lng="en"><![CDATA[ICT for Education]]></kwd>
<kwd lng="en"><![CDATA[digital environments.]]></kwd>
</kwd-group>
</article-meta>
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