<?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>2409-8752</journal-id>
<journal-title><![CDATA[Revista Científica de la UCSA]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. ciente. UCSA]]></abbrev-journal-title>
<issn>2409-8752</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Cono Sur de las Américas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2409-87522023000200138</article-id>
<article-id pub-id-type="doi">10.18004/ucsa/2409-8752/2023.010.02.138</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Flipped classroom para la enseñanza del idioma inglés]]></article-title>
<article-title xml:lang="en"><![CDATA[Flipped classroom for teaching english]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Gonzales]]></surname>
<given-names><![CDATA[Nora Hivón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Chiclayo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>10</volume>
<numero>2</numero>
<fpage>138</fpage>
<lpage>150</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2409-87522023000200138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2409-87522023000200138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2409-87522023000200138&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En la actualidad para la mejora de un buen aprendizaje del idioma inglés en el nivel secundario se ha explorado la literatura sobre el aula invertida en diferentes bases de datos para comprobar su efectividad y el gran impacto del método de flipped classroom en diferentes países alrededor del mundo. Este artículo explora el origen del aula invertida y sintetiza las evidencias que valoran su eficacia para incorporar más aprendizaje activo en la educación secundario hasta un nivel superior y crear un entorno educativo centrado en las acciones que realizan los estudiantes. El aula invertida contribuye el desarrollo de competencias y capacidades de cada estudiante, implicando a los estudiantes de manera motivadora a través de aprendizajes activos, innovando en la educación. El aprendizaje se asienta en equipos estudiantiles colaborativos, la instrucción por parte del docente como guía y la enseñanza a tiempo (planificada) en las que el docente comparte la información a sus estudiantes mediante diferentes plataformas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Currently for the improvement of good English language learning at the secondary level, literature on flipped classroom has been explored in different databases to prove its effectiveness and the great impact of the flipped classroom method in different countries around the world. Literature on flipped classroom has been explored in different databases to prove its effectiveness and the great impact of the flipped classroom method in different countries around the world. This article explores the origin of the flipped classroom and synthesizes the evidence that assesses its effectiveness in incorporating more active learning in secondary education up to a higher level and creating an educational environment centered on the actions students perform. The flipped classroom contributes to the development of competencies and capabilities of each student, involving students in a motivating way through active learning, innovating education. Learning is based on collaborative student teams, instruction by the teacher as a guide and teaching on time (planned) in which the teacher shares information to his students through different platforms.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[aula invertida, implicación estudiantil]]></kwd>
<kwd lng="es"><![CDATA[desarrollo de habilidades]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="en"><![CDATA[active learning]]></kwd>
<kwd lng="en"><![CDATA[flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[student involvement]]></kwd>
<kwd lng="en"><![CDATA[skills development]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
</kwd-group>
</article-meta>
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