The flipped classroom approach: Enhancing behavioral, cognitive, emotional engagement, and language learning in elementary language classes

• Kenevisi, Maryam ^[1] ; Ghanizadeh, Afsaneh ^[1] ; Jahedizadeh, Safoura ^[1]
  1. [1] Imam Reza International University

     Imam Reza International University

     Irán

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 46, 2026, págs. 209-224
• Idioma: inglés
• Títulos paralelos:
  • El enfoque del aula invertida: mejora de la participación conductual, cognitiva y emocional, así como del aprendizaje de idiomas, en las clases de idiomas de primaria
• Enlaces
  • Texto completo
• Resumen
  • español

    Este estudio analizó cómo el aula invertida influye en la participación conductual, cognitiva y emocional de estudiantes de EFL, y en el aprendizaje del idioma en clases elementales del sector privado. Participaron 48 niñas (11 años) divididas en grupo control (24) y experimental (24). El grupo experimental recibió tareas y videos educativos por Telegram para estudiar en casa. Luego, en el aula, se realizaron juegos y actividades para fomentar la participación y el uso del conocimiento previo. El nivel de competencia se evaluó antes y después mediante muestras de la prueba Babel basadas en Nelson Quick Check. La participación se midió con la escala de Fredricks et al. (2005). Los datos se analizaron con SPSS 26. Los resultados revelaron que el aula invertida influyó en todos los tipos de participación; la mayor diferencia se observó en la participación cognitiva y la menor en la conductual. En cuanto al aprendizaje del idioma, el grupo experimental mostró mejores resultados. Por lo tanto, los hallazgos destacan la efectividad del aula invertida para mejorar el aprendizaje del inglés y afectar positivamente la participación estudiantil. Estos resultados pueden ser útiles para diseñadores curriculares que buscan incorporar actividades más entretenidas y operativas.

  • English

    This study elucidated how a flipped classroom approach influences EFL students' behavioral, cognitive, and emotional engagement, as well as language learning in elementary private language classes. Forty-eight female students (average age 11) were divided into control and experimental groups (24 each). The experimental group received tasks and video clips via a Telegram channel for home study, followed by in-class games and activities to encourage participation and activate prior knowledge. Students' proficiency was assessed before and after the treatment using Babel test samples based on the Nelson Quick Check Placement Tests. Engagement was measured using the school engagement scale by Fredricks et al. (2005), which assesses behavioral, emotional, and cognitive dimensions. Data were analyzed using SPSS 26. Results revealed that the flipped classroom approach influenced all types of engagement; the highest difference was observed in cognitive engagement, and the lowest in behavioral engagement. Regarding language learning, the results indicated that the flipped approach led to better outcomes in the experimental group. Hence, the findings highlight the effectiveness of the flipped technique in enhancing language learning and positively affecting student engagement in classroom activities. These results could be beneficial for curriculum designers aiming to incorporate more entertaining and operational activities.

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