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DOI:

https://doi.org/10.26817/16925777.1727

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Resumen

Este estudio examinó los efectos de la enseñanza de inglés utilizando el modelo de aula invertida (FCM) en la autonomía y motivación de los estudiantes de inglés como lengua extranjera (EFL). También se exploraron las percepciones de los estudiantes sobre la enseñanza del lenguaje invertido para realizar un análisis detallado de la implementación. Se utilizó un diseño de investigación de métodos mixtos, diseño secuencial explicativo, con 50 estudiantes de inglés como lengua extranjera en una universidad estatal turca durante el semestre de primavera del año académico 2022-2023. Se utilizó un diseño cuasiexperimental para crear un grupo de control (n = 25) y un grupo experimental (n = 25). Para recopilar datos cuantitativos, ambos grupos fueron evaluados previamente con dos escalas al inicio del trimestre (la batería de pruebas de actitud/motivación y la escala de percepción de autonomía). El FCM se utilizó para impartir lecciones del curso principal al grupo experimental en una escuela preparatoria, mientras que el grupo de control se capacitó utilizando un enfoque de aprendizaje tradicional. Al final del trimestre, ambos grupos fueron sometidos a una prueba posterior después de ocho semanas de implementación en el grupo experimental. Los datos cualitativos se recopilaron a través de entrevistas semiestructuradas realizadas al final de la implementación para evaluar las percepciones y perspectivas de los participantes sobre el impacto del aula invertida. Se utilizó SPSS 25.00 para analizar datos cuantitativos. Para evaluar los efectos de la intervención se utilizaron pruebas t para muestras pareadas y pruebas t para muestras independientes. Se utilizó análisis de contenido descriptivo para analizar los datos cualitativos. Los hallazgos de este estudio indicaron que el FCM, si se implementa adecuadamente en las clases del curso principal de L2, tiene el potencial de aumentar significativamente el aprendizaje autónomo y la motivación. En comparación con el modelo tradicional, el aprendizaje invertido ofrecía beneficios como hacer que el aprendizaje fuera más agradable, aumentar la confianza en sí mismos de los estudiantes y disminuir su miedo a cometer errores.

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Biografía del autor/a

BÜŞRA NUR ÇİFTCİ AKSOY, ERZURUM TECHNICAL UNIVERSITY

Büşra Nur ÇİFTCİ AKSOY is a language instructor at School of Foreign Language, Erzurum Technical University, Turkey. She completed her undergraduate education and MA. Degree at Ataturk University. Her research interests are flipped learning, speaking and listening skills, and distance learning.

Turkish Turkish, Turkish

Aysegul TAKKAC TULGAR, is an associate professor at ELT Department, Atatürk University, Turkey. She completed her undergraduate education at Middle East Technical University and MA. and PhD. Degrees at Ataturk University. Her research interests are cross-cultural pragmatic competence, glocalization and language education.

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Publicado

2024-10-29

Cómo citar

ÇİFTCİ AKSOY, B. N., & Turkish, T. (2024). English English: English. GIST – Education and Learning Research Journal, 27. https://doi.org/10.26817/16925777.1727
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