Flipped Classroom for English language learning in university students of physical activity and health
Keywords:
flipped classroom; English language; university students; physical activity; healthAbstract
Introduction: English proficiency is a crucial skill for university students of Physical Activity and Health, due to the need of accessing scientific information and interchanging in global environments. However, conventional teaching methods tend to be inefficient and demotivating. The implementation of the Flipped Classroom model offers a novel, student-centered alternative.
Objective: To demonstrate the effectiveness of the Flipped Classroom model in English language learning among university students of Physical Activity and Health in Guayaquil, Ecuador.
Methods: This quasi-experimental study involved two independent groups (control and experimental, n=40 each). The intervention was based on the Flipped Classroom approach, applied over a 12-week period. Three dimensions were analyzed: motivation, language proficiency, and learning methods.
Results: Statistical analysis showed no significant differences between groups in the pretest (p>0.05). Intragroup analysis revealed significant improvements in the experimental group in motivation, language proficiency, and learning styles (p = 0.000), while the control group showed no relevant changes (p > 0.05). Posttest comparisons indicated significant differences between groups in favor of the experimental group (p < 0.01). Means and medians also showed notable improvement in the experimental group. Wilcoxon rank test analysis supports these findings.
Conclusions: The Flipped Classroom model significantly enhanced motivation, language skills, and learning methods among university students. The effectiveness of student-centered active techniques is confirmed. Its implementation is recommended in other educational settings.
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