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espanolLa adquisicion de una segunda lengua constituye un aspecto fundamental en la sociedad globalizada del siglo XXI. La politica publica nacional en Chile opto por promover el aprendizaje del idioma ingles. En ese contexto, el objetivo del estudio fue describir la percepcion de los estudiantes acerca de la incorporacion de la metodologia flipped classroom en la asignatura de Ingles Comunicacional en las carreras de Arquitectura e Ingenieria Civil Quimica. Se realizo un estudio descriptivo de tipo diseno transversal con muestreo no probabilistico intencional. Se diseno y valido un cuestionario mediante Juicio de Expertos en educacion, el cual contemplo tres dimensiones: el aprendizaje antes de la clase, aprendizaje en el aula y la valoracion de la metodologia. Los datos fueron analizados mediante estadistica descriptiva y los resultados muestran que el estudiantado valora disponer de los videos con los contenidos, los cuales podian revisar previo a la clase presencial. Asimismo, ellos se percibieron como protagonistas de su aprendizaje y el docente como un guia y facilitador. En conclusion, la metodologia diversifica los momentos para aprender, mejora el conocimiento previo y optimiza un proceso de formacion centrado en el estudiante. EnglishThe acquisition of a second language constitutes a fundamental aspect of globalized society in the 21st century. The learning of the English language is promoted through the national public policy of education. In this context, the objective of the study was to describe the students’ perception about the implementation of the Flipped Classroom methodology in a communicative English course. The study was carried out with undergraduate students from Architecture and Civil Chemical Engineering careers. The study was descriptive with a cross-sectional design, and an intentional non-probabilistic sample. A questionnaire was designed and validated through expert judgment. It considered three dimensions: learning before class, learning in the classroom, and assessing the methodology. The data were analyzed using descriptive statistics. The results show that students value that they can watch the content videos and they can review them prior to the face-to-face class. Also, the students perceived that the teacher/student roles changed in the class. The teacher became a guide and facilitator and students became more active in their own learning process. In conclusion, the Flipped Classroom methodology diversifies the learning spaces, improves prior knowledge and optimizes the formation process to allow a student-centered approach.

Perspectiva estudiantil del modelo pedagógico flipped classroom o aula invertida en el aprendizaje del Inglés como lengua extranjera