ISSN 2953-6367  
http://revistainvestigo.com  
Octubre 2026  
Vol. 7 No. 21, PP. 421-435  
https://doi.org/10.56519/99gqf538  
PERCEPCIONES ESTUDIANTILES SOBRE EL AULA INVERTIDA  
MEDIADA POR TECNOLOGÍA EN EL APRENDIZAJE DEL INGLÉS  
COMO LENGUA EXTRANJERA EN EDUCACIÓN SUPERIOR  
STUDENT PERCEPTIONS OF A TECHNOLOGY-MEDIATED  
FLIPPED CLASSROOM IN ENGLISH AS A FOREIGN LANGUAGE  
LEARNING IN HIGHER EDUCATION  
Jorge Luis Encarnacion Lalangui1, Tania Lisbeth Chicaiza Zambrano2, Solange Pamela Cruz  
Ayala3, Luis David Conejo Tandioy4  
{jorgel.encarnacion@espoch.edu.ec¹, lisbeth.chicaiza@espoch.edu.ec², solange.cruz@udla.edu.ec³, luis.conejo@unesum.edu.ec⁴}  
Fecha de recepción: 05/09/2026  
/ Fecha de aceptación: 08/10/2026  
/ Fecha de publicación: 10/08/2026  
RESUMEN: En las carreras no lingüísticas de la educación superior ecuatoriana, el inglés suele  
cursarse como un requisito de titulación, lo que se traduce en escasa participación en clase y  
en niveles de motivación bajos. Frente a ese escenario, el aula invertida mediada por tecnología  
desplaza la exposición al contenido hacia el trabajo previo con recursos digitales y libera la hora  
presencial para la práctica interactiva. El presente trabajo analizó cómo valora el estudiantado  
una implementación de ese modelo en la asignatura de inglés. Se trabajó con un diseño  
cuantitativo, descriptivo y de corte transversal. Un cuestionario tipo Likert de 20 ítems fue  
respondido por 150 estudiantes de tres carreras de la Escuela Superior Politécnica de  
Chimborazo, Sede Morona Santiago: Ingeniería Ambiental (n=54), Zootecnia (n=51) y  
Contabilidad y Auditoría (n=45). Las dimensiones evaluadas fueron utilidad percibida,  
satisfacción, autonomía, motivación y preferencia frente al modelo tradicional, con una  
fiabilidad global de α=0,89. Todas se situaron en el rango favorable, entre 3,68 y 3,95 sobre 5.  
El puntaje más alto correspondió a la satisfacción (M=3,95; DE=0,84) y el más bajo a la  
autonomía (M=3,68; DE=0,97). Únicamente la utilidad percibida mostró diferencias  
significativas entre carreras (F=3,84; p=0,023). Los hallazgos indican que este alumnado acoge  
con buena disposición el aula invertida para aprender inglés, si bien la gestión autónoma del  
trabajo previo sigue siendo el aspecto que demanda mayor acompañamiento pedagógico.  
Palabras clave: Aula invertida, actitud del estudiante, inglés (segunda lengua), enseñanza  
superior, tecnología educativa, aprendizaje mixto  
1Docente Investigador, Escuela Superior Politécnica de Chimborazo (ESPOCH), Ecuador, ORCID: http://orcid.org/0009-0007-2420-9334  
2Docente Investigador, Escuela Superior Politécnica de Chimborazo (ESPOCH), Ecuador, ORCID: http://orcid.org/0009-0004-6278-7563  
3Docente Investigador, Universidad de Las Américas (UDLA), Ecuador, ORCID: http://orcid.org/0009-0002-3343-3016  
4Docente Investigador, Universidad Estatal del Sur de Manabí (UNESUM), Ecuador, ORCID: http://orcid.org/0009-0006-8850-0107  
421  
Revista Científica Multidisciplinaria InvestiGo  
Riobamba – Ecuador  
Cel: +593 97 911 9620  
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PERCEPCIONES ESTUDIANTILES SOBRE EL AULA INVERTIDA MEDIADA POR TECNOLOGÍA EN EL APRENDIZAJE DEL INGLÉS  
COMO LENGUA EXTRANJERA EN EDUCACIÓN SUPERIOR  
ABSTRACT: In non-linguistic programs within Ecuadorian higher education, English is usually  
taken as a graduation requirement, which tends to depress classroom participation and  
motivation. The technology-mediated flipped classroom responds to this by moving content  
exposure into pre-class work with digital resources and freeing face-to-face time for interactive  
practice. The present work analyzed how students assess such an implementation in their  
English course. A quantitative, descriptive, cross-sectional design was used. A 20-item Likert-  
type questionnaire was completed by 150 students from three programs at Escuela Superior  
Politécnica de Chimborazo, Sede Morona Santiago: Environmental Engineering (n=54), Animal  
Science (n=51), and Accounting and Auditing (n=45). The dimensions assessed were perceived  
usefulness, satisfaction, autonomy, motivation, and preference over traditional instruction,  
with an overall reliability of α=0.89. All of them fell within the favorable range, between 3.68  
and 3.95 out of 5. Satisfaction scored highest (M=3.95; SD=0.84) and autonomy lowest (M=3.68;  
SD=0.97). Only perceived usefulness differed significantly across programs (F=3.84; p=0.023).  
The findings indicate that these students receive the flipped classroom favorably as a way of  
learning English, although the autonomous management of pre-class work remains the aspect  
requiring the most pedagogical support.  
Keywords: Flipped classroom, student attitudes, English (second language), higher education,  
educational technology, blended learning  
INTRODUCCIÓN  
English as a foreign language (EFL) teaching in higher education remains a persistent pedagogical  
challenge in the Latin American context, where student demotivation, limited exposure to the  
language outside the classroom, and heterogeneous proficiency levels hinder the development  
of effective communicative competence (1,2). In non-linguistic university programs, students  
tend to perceive English as a mandatory academic requirement rather than a relevant tool for  
their professional development, which negatively affects their motivation and active participation  
(3, 4). In Ecuador, the Academic Regime Regulation (5) establishes English proficiency as a  
graduation requirement; however, implementation conditions vary substantially across  
institutions, particularly in university campuses located in regions far from major urban centers.  
Bergmann and Sams (6) described the flipped classroom as an inversion of the usual sequence of  
instruction: what would normally be delivered in the lecture moves to digital materials studied  
beforehand, and the session itself is given over to practice, collaboration, and application.  
Research on the model has accumulated steadily over the past decade (7, 8, 9). Its underlying  
premise is that class time becomes available for the higher-order cognitive work that genuinely  
requires teacher mediation: solving problems, practicing communication, receiving individualized  
feedback, and working together (10). Designs of this kind frequently incorporate digital quiz and  
response tools to sustain engagement and support formative self-assessment (11).  
From a theoretical standpoint, the effectiveness of the flipped classroom has been explained  
primarily through two conceptual frameworks. Self-Determination Theory (SDT), developed by  
Deci and Ryan (12), posits that motivation depends on the satisfaction of three basic psychological  
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needs: autonomy, competence, and relatedness. The flipped classroom, by allowing students to  
manage their content exposure at their own pace and by fostering interaction during class, has  
the potential to satisfy these needs (13). Additionally, the Technology Acceptance Model (TAM),  
developed by Davis (14), proposes that the adoption of an educational technology depends on  
perceived usefulness and perceived ease of use. In the context of the technology-mediated  
flipped classroom, these variables largely determine students' willingness to engage with pre-  
class materials (15).  
Empirical evidence on the flipped classroom in English language teaching has grown considerably.  
The meta-analysis by Vitta and Al-Hoorie (16), based on 56 reports and 4,220 participants,  
reported a large overall effect in favor of the flipped model over traditional instruction in language  
teaching (g=0.99), which shrank to a moderate effect (g=0.58) once the Trim and Fill procedure  
was applied to adjust for publication bias. Systematic reviews by Arslan (17) and Hava (18) found  
that most EFL studies report positive student perceptions, although they noted the scarcity of  
studies in Latin American contexts. Tran and Verezub (19) and Pongpanich et al. (20) confirmed  
positive effects on academic achievement, motivation, and satisfaction, but cautioned about the  
heterogeneity of research designs and the need to investigate diverse contexts. Aguayo et al. (21)  
explored student perspectives at a Chilean university and found that students valued scheduling  
flexibility and increased in-class interaction, but expressed difficulties with autonomous  
management of pre-class preparation time.  
In Ecuador, studies on the flipped classroom in English language teaching remain limited.  
González-Urgilés et al. (22) implemented the model at a university in Cuenca with positive  
outcomes in speaking skill development, and Cantuña and Cañar (23) conducted a systematic  
review that revealed the scarcity of empirical studies and the geographic concentration of  
research in universities in the central-northern Sierra region. No studies have been identified that  
analyze student perceptions of the technology-mediated flipped classroom in higher education  
institutions in the Ecuadorian Amazon region. There the graduation requirement applies in the  
same terms as elsewhere in the country (5), yet connectivity conditions, linguistic diversity, and  
student profiles make it a distinctive setting for a model that already places considerable  
demands on university teaching (24).  
The objective of this study was to analyze student perceptions of the implementation of a  
technology-mediated flipped classroom in EFL learning in higher education. The specific  
objectives were: (a) to identify perceptions across five dimensions: perceived usefulness,  
satisfaction, autonomy, motivation, and preference over traditional instruction; (b) to compare  
perceptions among students from three non-linguistic university programs; and (c) to determine  
which dimensions of the flipped classroom are most and least favorably rated by students.  
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MATERIALES Y MÉTODOS  
A quantitative, descriptive, cross-sectional design was employed (25), suitable for characterizing  
perceptions without variable manipulation.  
The study took place at Escuela Superior Politécnica de Chimborazo (ESPOCH), Sede Morona  
Santiago, in the Ecuadorian Amazon region. The accessible population consisted of the students  
taking English I through English IV in three non-linguistic programs. To be included, a student had  
to be enrolled in one of those courses, to have followed the eight-week implementation, and to  
have given consent. Every student who met those conditions was invited, so the sample was non-  
probabilistic and of the convenience type. No one was paid, penalized, or identified for taking  
part, and anyone could decline. By program, the distribution was as follows: Environmental  
Engineering (n=54; 36.0%), Animal Science (n=51; 34.0%), and Accounting and Auditing (n=45;  
30.0%). There were 82 men (54.7%) and 68 women (45.3%). The age range was 18 to 26 years,  
with a mean of 20.8 (SD=1.74).  
Items were drafted from the Technology Acceptance Model (14) and Self-Determination Theory  
(12), together with dimensions reported in previous flipped classroom research in EFL settings  
(17,19,21). Content validity was examined through expert judgment: three specialists in foreign  
language didactics and educational technology rated every item independently on a four-point  
scale (1 = not relevant to 4 = highly relevant) for relevance, clarity, and coherence with the  
construct. For each item the I-CVI was obtained by dividing the number of experts who rated it 3  
or 4 by the total number of experts; averaging those values across the instrument yielded the S-  
CVI/Ave. Because the panel comprised only three experts, the acceptance threshold was set at  
an I-CVI of 1.00, so that only items with full agreement were retained: no item was discarded, five  
were reworded, and the final version reached S-CVI/Ave = 1.00. A pilot with 30 students from the  
same programs, none of whom entered the final sample, served to check that the wording was  
clear and the administration time reasonable; two items needed small adjustments afterwards.  
The implementation lasted eight consecutive weeks and followed a fixed weekly cycle. Before  
each face-to-face session the materials for that week were posted on Moodle: a short explanatory  
video on the week's grammar and vocabulary, recorded by the instructor and hosted on YouTube;  
an interactive reading or a Genially presentation reinforcing the same content; and a Moodle self-  
assessment questionnaire. Students worked through this package on their own and could return  
to it as often as they wished. The classroom session then opened with a brief check of that  
preparatory work and with clarification of whatever difficulties had recurred. What remained of  
the period went to communicative tasks, collaborative activities, and problem-solving exercises  
framed within the subject matter of each program, with individual feedback along the way; the  
instructor no longer delivered content but acted as a facilitator. Once the eight weeks were over,  
the questionnaire was administered in person during class time.  
The academic authorities of ESPOCH Sede Morona Santiago authorized the study. Every  
participant signed an informed consent form and was told that neither refusing nor withdrawing  
would carry academic consequences, and the ethical principles governing research with human  
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participants were observed throughout. One circumstance deserves explicit mention: the  
instructor who taught the implementation was also the researcher. To limit the pressure this  
created, questionnaires were anonymous, were completed with the instructor out of the room  
and were deposited in a sealed box, and students were assured that their answers could not be  
traced back to them and would not affect their grades. Such precautions reduce social desirability  
bias without eliminating it, a point taken up again in the limitations.  
The data were processed in SPSS version 27. Means, standard deviations, and frequency  
distributions were obtained for every dimension and every item. Differences between the three  
programs were examined with one-way ANOVA, after checking normality with Shapiro-Wilk and  
homogeneity of variance with Levene's test; Tukey's HSD was used for post hoc contrasts and eta  
squared as the effect-size index. Course level and age group were likewise contrasted with one-  
way ANOVA, and sex with independent-samples t-tests. Associations among dimensions were  
examined with Pearson's r. Significance was set at p<0.05 throughout. Only the comparison  
between programs, which corresponds to the second specific objective, was planned as  
confirmatory. The contrasts by course level, sex, and age group, together with the correlation  
matrix, are exploratory; since no correction for multiple testing was applied, the familywise error  
rate exceeds the nominal 0.05 and those results are best read as generating hypotheses rather  
than testing them.  
RESULTADOS  
Table 1 summarizes the structure of the questionnaire, and Table 2 presents the  
sociodemographic characteristics of the participants. The distribution by program was relatively  
balanced, with a slight predominance of Environmental Engineering (36.0%). Regarding the  
distribution by English course level, 38.0% were enrolled in English I, 28.7% in English II, 20.0% in  
English III, and 13.3% in English IV.  
Table 1. Structure of the questionnaire by dimensión.  
Dimension  
Items  
Sample item  
α
Perceived usefulness  
5
"The flipped classroom allows me to review the material as  
many times as I need before class"  
0.87  
Satisfaction  
4
4
"I feel more comfortable participating in class activities with  
the flipped classroom"  
"I find it easy to organize my time to review material before  
class"  
0.91  
0.83  
Learner autonomy  
Motivation  
Preference over  
traditional instruction  
4
3
"Interactive class activities motivate me to participate more"  
"I prefer class time to be devoted to practicing rather than  
just listening to explanations"  
0.85  
0.81  
Note. α = Cronbach's alpha. N=150.  
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Table 2. Sociodemographic characteristics of participants.  
Variable  
Environmental Engineering  
Animal Science  
Accounting and Auditing  
Male  
n
%
54  
51  
45  
82  
68  
71  
58  
21  
57  
43  
30  
20  
36.0  
34.0  
30.0  
54.7  
45.3  
47.3  
38.7  
14.0  
38.0  
28.7  
20.0  
13.3  
Female  
18-20 years  
21-23 years  
24-26 years  
English I  
English II  
English III  
English IV  
Note. N=150.  
Student satisfaction with each type of digital resource used in the pre-class phase was also  
analyzed (Table 3). Instructor-created explanatory videos uploaded to YouTube received the  
highest satisfaction rating (M=4.15; SD=0.78). Moodle self-assessment quizzes also scored well  
(M=3.92; SD=0.85). Interactive Genially presentations (M=3.88; SD=0.89), used by 86.7% of  
students, drew favorable ratings. Resources with the lowest satisfaction were English-language  
podcasts (M=3.48; SD=1.02), used by fewer than half of the students, and Moodle discussion  
forums (M=3.55; SD=0.98). A possible explanation for the lower satisfaction with podcasts is the  
listening demand they place on students in introductory course levels, although this hypothesis  
would require verification through additional data.  
Table 3. Digital resources used and satisfaction level.  
Digital resource  
Instructor videos (YouTube)  
Moodle quizzes  
Use (%)  
100.0  
100.0  
86.7  
78.0  
72.0  
M satisf.  
4.15  
3.92  
3.88  
3.62  
SD  
0.78  
0.85  
0.89  
0.96  
0.98  
1.02  
Genially presentations  
Digital readings  
Moodle forums  
English podcasts  
3.55  
3.48  
45.3  
Note. N=150. Scale 1-5. Use (%) = percentage of students who reported using the resource. Satisfaction means were  
calculated only among students who reported using each resource; therefore, the denominator varies by resource.  
Table 4 presents the descriptive results by questionnaire dimension. Mean scores across all five  
dimensions exceeded 3.50 out of 5, indicating favorable perceptions. The dimension with the  
highest mean was satisfaction with the methodology (M=3.95; SD=0.84), followed by preference  
over traditional instruction (M=3.91; SD=0.93). Learner autonomy registered the lowest mean  
(M=3.68; SD=0.97).  
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Table 4. Student perceptions by dimensión.  
Dimension  
Perceived usefulness  
Satisfaction  
Autonomy  
M
SD  
α
3.82  
3.95  
3.68  
3.74  
3.91  
3.82  
0.91  
0.84  
0.97  
0.89  
0.93  
0.88  
0.87  
0.91  
0.83  
0.85  
0.81  
0.89  
Motivation  
Preference  
Overall  
Note. M=mean; SD=standard deviation; α=Cronbach's alpha. Scale 1-5. N=150. Dimension means were computed  
from raw item responses.  
In the perceived usefulness dimension (Table 5), the highest-rated item was "The flipped  
classroom allows me to review the material as many times as I need before class" (M=4.12;  
SD=0.83). The lowest-rated item was "I consider that the flipped classroom better prepares me  
for real-life English use situations" (M=3.52; SD=1.01). Flexible access to the materials, then, was  
what students valued most, while they were more reserved about whether that learning carried  
over into authentic communicative situations.  
Table 5. Items of the perceived usefulness dimensión.  
Item  
M
SD  
Review material as many times as needed  
Videos and resources facilitate comprehension  
Greater preparation for face-to-face class  
Better grammar and vocabulary comprehension  
Preparation for real-life use situations  
4.12  
3.98  
3.85  
3.62  
3.52  
0.83  
0.87  
0.92  
0.95  
1.01  
Note. Scale 1-5. N=150.  
In the satisfaction dimension (Table 6), the highest-rated item was "I feel more comfortable  
participating in class activities with the flipped classroom" (M=4.08; SD=0.79). This is consistent  
with the rationale of the flipped model, under which class time spent on practice rather than  
exposition lowers the evaluative pressure students perceive; the instrument, however, did not  
measure that construct directly. Items on class organization (M=3.89) and clarity of instructions  
(M=3.85) scored slightly lower, which may point to some initial difficulty in adjusting to the new  
classroom format, a difficulty already documented elsewhere (7, 19).  
Table 6. Items of the satisfaction dimensión.  
Item  
M
SD  
I feel more comfortable participating  
Satisfied with variety of resources  
Good class organization  
4.08  
3.97  
3.89  
3.85  
0.79  
0.86  
0.84  
0.88  
Clear instructions  
Note. Scale 1-5. N=150.  
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Autonomy was the dimension with the lowest overall mean (M=3.68; SD=0.97). Among its items  
(Table 7), "I find it easy to organize my time to review material before class" received the lowest  
rating of the whole questionnaire (M=3.38; SD=1.12). This finding is consistent with a widely  
reported difficulty of the flipped classroom: managing pre-class preparation time autonomously  
is hard for students who have not developed self-regulation skills (7, 19). The high standard  
deviation of this dimension (SD=0.97), the highest in the instrument, indicates considerable  
response dispersion.  
Table 7. Items of the autonomy dimensión.  
Item  
M
SD  
Proceed at my own pace  
3.92  
3.78  
3.65  
3.38  
0.88  
0.93  
0.95  
1.12  
Identify difficulties before class  
Make decisions about my learning  
Organize my pre-class review time  
Note. Scale 1-5. N=150.  
In the motivation dimension (Table 8), the item with the highest mean was "Interactive class  
activities motivate me to participate more" (M=3.95; SD=0.82). The lowest score corresponded  
to "I feel that the flipped classroom has increased my interest in learning English outside of class  
hours" (M=3.45; SD=1.06). The gap between the two items is telling: motivation was reported  
within the academic setting, but the transfer students perceived toward independent study of  
English outside class was more limited.  
Table 8. Items of the motivation dimensión.  
Item  
M
SD  
Interactive activities motivate participation  
Technology makes English more interesting  
Greater confidence to express myself  
Greater interest in English outside class  
3.95  
3.86  
3.71  
3.45  
0.82  
0.88  
0.91  
1.06  
Note. Scale 1-5. N=150.  
The preference over traditional instruction dimension (Table 9) obtained an overall mean of 3.91  
(SD=0.93). The item "I prefer class time to be devoted to practicing rather than just listening to  
explanations" obtained the highest mean of the entire questionnaire (M=4.18; SD=0.76). The item  
that scored lowest in this dimension was "I would recommend the flipped classroom for other  
courses" (M=3.72; SD=1.05), which suggests a degree of caution: valuing the model in their  
English course did not lead all students to assume it would work equally well in other subjects.  
Table 9. Items of the preference dimension  
Item  
M
SD  
Prefer practicing over listening  
Learn more with flipped classroom  
Would recommend for other courses  
4.18  
3.82  
3.72  
0.76  
0.98  
1.05  
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Note. Scale 1-5. N=150.  
Table 10 presents the comparison by program. The ANOVA revealed statistically significant  
differences only in perceived usefulness (F(2,147)=3.84; p=0.023; η²=0.05). Tukey's post hoc test  
indicated that the difference occurred between Environmental Engineering (M=4.02; SD=0.85)  
and Accounting and Auditing (M=3.58; SD=0.94) (p=0.019). The effect size was small according to  
Cohen's criterio (26), indicating that the program accounts for approximately 5% of the variance  
in this dimension. In the remaining dimensions, differences did not reach statistical significance  
(p>0.05).  
Table 10. Comparison of means by program (ANOVA).  
Dimension  
Perceived usefulness  
Satisfaction  
Env.Eng.(M)  
4.02  
Anim.Sc.(M)  
3.81  
Acc.Aud.(M)  
3.58  
F
p
3.84  
1.52  
1.18  
1.34  
1.21  
0.023*  
0.222  
0.310  
0.265  
0.301  
4.05  
3.78  
3.85  
4.01  
3.94  
3.68  
3.72  
3.90  
3.82  
3.55  
3.62  
3.78  
Autonomy  
Motivation  
Preference  
Note. *p<0.05. Tukey post hoc: Env.Eng. vs Acc.Aud. (p=0.019). η²=0.05. N=150.  
Perceptions were also analyzed by English course level (Table 11). Students enrolled in higher  
course levels (English III-IV, n=50) obtained slightly higher overall means (M=3.94; SD=0.82) than  
those in introductory courses (English I-II, n=100; M=3.76; SD=0.91), although this difference did  
not reach statistical significance (F(1,148)=2.14; p=0.146). The dimension where this trend was  
most evident was autonomy (M=3.85 vs. M=3.60), a difference that, while not significant, is  
consistent with the hypothesis that students further along in their studies may have had more  
opportunity to develop self-regulatory skills.  
Table 11. Comparison of means by English course level.  
Dimension  
Perceived usefulness  
Satisfaction  
Autonomy  
English I-II(M)  
3.75  
English III-IV(M)  
F
p
3.96  
4.05  
3.85  
3.86  
4.01  
3.94  
2.31  
1.28  
2.89  
1.85  
1.22  
2.14  
0.131  
0.260  
0.091  
0.176  
0.271  
0.146  
3.90  
3.60  
3.68  
3.86  
Motivation  
Preference  
Overall  
3.76  
Note. English I-II: n=100; English III-IV: n=50. No significant differences at p<0.05.  
Perceptions by sex (Table 12) showed no statistically significant differences in any dimension  
(p>0.05). The absence of detected differences does not establish that sex is irrelevant to these  
perceptions, but it is consistent with what was reported by Tran and Verezub (19).  
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Table 12. Comparison of means by sex (t-test).  
Dimension  
Perceived usefulness  
Satisfaction  
Autonomy  
Male(M)  
3.79  
3.89  
3.65  
3.67  
Female(M)  
3.86  
t
p
0.45  
0.92  
0.41  
1.01  
0.68  
0.52  
0.654  
0.359  
0.682  
0.314  
0.498  
0.604  
4.02  
3.72  
3.82  
3.85  
Motivation  
Preference  
Overall  
3.96  
3.79  
3.85  
Note. Male n=82; Female n=68. df=148. No significant differences.  
Table 13 displays the percentage distribution of responses. Overall, 68.4% of responses fell in the  
agreement category, 18.7% were neutral, and 12.9% expressed disagreement. The dimension  
with the highest agreement percentage was satisfaction (72.3%). The dimension with the highest  
disagreement percentage was autonomy (17.2%), consistent with the lowest mean observed in  
this dimension.  
Table 13. Percentage distribution of responses by dimensión.  
Dimension  
Perceived usefulness  
Satisfaction  
Autonomy  
Disagree %  
12.4  
Neutral %  
19.2  
Agree %  
68.4  
72.3  
10.1  
17.2  
17.6  
20.5  
62.3  
Motivation  
Preference  
13.8  
11.5  
19.4  
17.7  
66.8  
70.8  
Overall  
12.9  
18.7  
68.4  
Note. Disagree=options 1-2; Neutral=option 3; Agree=options 4-5. N=150. Because the dimensions comprise  
different numbers of items (between three and five), the overall row is a descriptive summary across dimensions  
rather than an exact aggregate of individual responses.  
Pearson correlations were calculated among the five dimensions (Table 14). All correlations were  
positive and significant (p<0.01). The strongest associations were observed between satisfaction  
and preference (r=0.68; p<0.001) and between motivation and satisfaction (r=0.62; p<0.001). The  
weakest correlation occurred between autonomy and perceived usefulness (r=0.34; p<0.001).  
These positive associations indicate that the five dimensions form part of a coherent overall  
assessment of the flipped classroom; however, inter-dimensional correlations do not in  
themselves constitute evidence of construct validity, which would require factor analysis.  
Table 14. Pearson correlations among dimensions.  
PU  
SAT  
AUT  
MOT  
PREF  
Usefulness (PU)  
Satisfaction  
(SAT)  
—
0.55**  
—
0.34**  
0.41**  
0.48**  
0.62**  
0.52**  
0.68**  
Autonomy  
(AUT)  
Motivation  
—
0.39**  
0.36**  
0.57**  
—
(MOT)  
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Preference  
(PREF)  
—
Note. **p<0.01. N=150.  
An analysis by age group was also conducted (Table 15). Differences were not significant  
(F(2,147)=0.42; p=0.659). A slight trend was observed: older students reported marginally higher  
means in autonomy (M=3.81 vs. M=3.62), a difference that could hypothetically be associated  
with greater experience in time management, a variable that was not measured in this study.  
Table 15. Comparison of means by age group.  
Age group  
18-20 years  
21-23 years  
24-26 years  
n
Overall M  
3.78  
SD  
Autonomy M  
3.62  
71  
58  
21  
0.90  
0.86  
0.84  
3.85  
3.88  
3.72  
3.81  
Note. F(2,147)=0.42; p=0.659. N=150.  
DISCUSIÓN  
The results of this study indicate that university students in non-linguistic programs at ESPOCH  
Sede Morona Santiago reported favorable perceptions toward the technology-mediated flipped  
classroom for English learning, with means ranging from 3.68 to 3.95 out of 5. These findings are  
consistent with evidence reported by Vitta and Al-Hoorie (16) and with the results of Arslan (17),  
who documented predominantly positive perceptions in university EFL contexts. It is important  
to emphasize that the present study did not include a control group, pretest, or posttest of  
language proficiency; therefore, the results reflect student perceptions and do not allow  
conclusions about the model's effectiveness in terms of learning outcomes.  
Satisfaction was the highest-rated dimension (M=3.95), converging with Hung (27), who reported  
high satisfaction among Taiwanese EFL learners, and with the pattern described by Tran and  
Verezub (19). The convergence is notable because those studies were conducted in settings with  
reliable connectivity and established blended-learning cultures, whereas the present sample  
operated under less favorable infrastructural conditions. A tentative reading is that a favorable  
reception of the model does not require an optimal technological context, although infrastructure  
was not measured here and the point remains a conjecture. Within the SDT framework of Deci  
and Ryan (12), a possible explanation is that the flipped classroom, by devoting class time to  
interactive practice, may facilitate the satisfaction of the need for relatedness through  
collaborative work. However, this interpretation is an explanatory hypothesis that was not  
directly measured in the present study, as the instrument did not operationalize intrinsic  
motivation through a specific scale such as that of Noels et al. (28). The item with the highest  
mean in the entire instrument ("I prefer class time to be devoted to practicing," M=4.18)  
reinforces this trend and is consistent with findings reported by Aguayo et al. (21) in the Chilean  
context.  
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Autonomy was the dimension with the lowest mean (M=3.68). The item regarding time  
organization obtained the lowest score in the questionnaire (M=3.38). This result coincides with  
one of the most documented challenges of the flipped classroom: Akçayır and Akçayır (7)  
identified lack of prior preparation as a recurrent obstacle across disciplines, and Chen Hsieh et  
al. (29) found that students with lower self-regulation tend not to complete pre-class activities.  
The present data diverge from these studies in one respect: whereas they attribute the difficulty  
primarily to motivational factors, the lowest-scoring item here concerned time organization  
specifically rather than willingness, which points to a problem of study-management skills rather  
than engagement. At ESPOCH Sede Morona Santiago, the connectivity limitations affecting some  
students from rural areas of the Ecuadorian Amazon could contribute to this difficulty, but that  
circumstance was not measured here and the possibility therefore remains untested.  
The significant differences in perceived usefulness between Environmental Engineering and  
Accounting and Auditing (p=0.023) may be interpreted through the TAM framework of Davis (14):  
a possible explanation, which would require empirical verification, is that Environmental  
Engineering students, whose training includes a technical-scientific component in English, may  
perceive a more direct utility of English for their professional practice. This hypothesis is  
consistent with evidence on English for Specific Purposes (30, 31, 32), although testing it would  
require a dedicated research design.  
Several limitations should temper the reading of these results. Being cross-sectional, the design  
cannot establish causal relationships or trace how perceptions evolve over time. The sample was  
drawn by convenience from a single campus of a single institution, so the findings do not  
generalize beyond it. Perceptions were captured by self-report alone, with no qualitative  
triangulation and no objective measure of language proficiency. Neither a control group nor a  
pretest-posttest of proficiency was included, so there is no way of knowing whether the flipped  
classroom produced real gains in students' communicative competence. The evidence behind the  
instrument also has limits: the five-dimension structure rests on theoretical grounds and on the  
I-CVI and S-CVI values obtained from expert judgment, which document agreement among judges  
rather than construct validity, while Cronbach's alpha speaks only to internal consistency. No  
factor analysis was performed, and a confirmatory analysis on an independent sample would be  
the natural next step for testing the proposed structure. A further caveat concerns the evaluation  
itself: it followed an implementation delivered by the teacher-researcher, which leaves room for  
social desirability in the responses. Finally, running several statistical tests without correction  
raises the probability of Type I error. Work along these lines would benefit from quasi-  
experimental designs with control groups, objective proficiency measures, confirmatory factor  
analysis, mixed methods, and samples drawn from more than one institution.  
CONCLUSIONES  
The perceptions of 150 students from three non-linguistic programs at ESPOCH Sede Morona  
Santiago support the conclusions set out below, which hold for the context and scope of this  
study. On the first specific objective, the five dimensions were all rated favorably, with an overall  
mean of 3.82 out of 5. Satisfaction with the methodology and preference over traditional  
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instruction stood at the top, a sign that students welcomed having class time reallocated to  
practical work. Learner autonomy came last, and its weakest item was the organization of time  
for reviewing material before class; this is where accompanying the flipped classroom with  
explicit support for self-regulation appears most worthwhile.  
On the second specific objective, the programs differed significantly only in perceived usefulness  
(F(2,147)=3.84; p=0.023; η²=0.05), with Environmental Engineering above Accounting and  
Auditing. As argued in the discussion, a plausible reading is that students whose field makes more  
direct professional use of English perceive greater utility in the model; the effect size was small,  
so the finding should be read as suggestive rather than conclusive.  
On the third specific objective, satisfaction and preference over traditional instruction were the  
best-rated dimensions and learner autonomy the weakest; within motivation, the lowest-scoring  
item was the one on interest in English outside class hours. Students thus valued the face-to-face  
experience more highly than the components they had to manage on their own, which points to  
the pre-class phase as the element most in need of pedagogical scaffolding. None of this licenses  
claims about the causal efficacy of the flipped classroom. What it does offer is descriptive  
evidence on student perceptions from a higher education setting in the Ecuadorian Amazon, a  
context largely absent from the flipped learning literature and one whose infrastructural and  
sociolinguistic conditions differ from those in which the model was developed and has been most  
extensively tested. It also provides a reasonable basis for pedagogical decisions in universities of  
that region.  
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