Autorregulación y motivación en el aprendizaje del inglés mediante el modelo de aula invertida en encuentros sincrónicos
DOI:
https://doi.org/10.31637/epsir-2026-1636Palabras clave:
actitud, aula invertida, aprendizaje sincrónico, autorregulación, estudiantes universitarios, Habilidades comunicativas, MotivaciónResumen
La autorregulación y la motivación son fundamentales para el aprendizaje del inglés mediante el Modelo de Aula Invertida en Encuentros Sincrónicos (MAIES). El objetivo fue identificar las estrategias de autorregulación (EAR) más utilizadas y las motivaciones más significativas, y también examinar la relación entre la autorregulación y la motivación en la muestra. Metodología: Se siguió un enfoque cuantitativo, con un diseño de corte transeccional y de nivel descriptivo-correlacional, con 542 estudiantes. Se emplearon el Cuestionario de Autorregulación en el Aprendizaje del Inglés en Línea (Zheng et al., 2018), y el Cuestionario sobre la Motivación en el Aprendizaje del Inglés en Línea (Zheng et al., 2018). Resultados: Las EAR referentes a la ‘Estructura del ambiente’, ‘Estrategias de tareas’ y ‘Establecimiento de metas’, son las más empleadas, y la ‘Instrumentalidad de promoción’ corresponde a la mayor motivación. Se demostró la existencia de una correlación positiva entre la autorregulación y la motivación. Discusión: El estudio enfatiza que las EAR y la orientación motivacional permiten alcanzar las metas linguisticas en el aprendizaje del inglés mediante el MAIES. Conclusiones: Ciertos comportamientos autorregulatorios y el tipo de motivación preferidos por la muestra son fundamentales para alcanzar las metas lingüísticas.
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Derechos de autor 2025 Juan Fernando Gómez, Alex Fernando Rúa Cardona, Julio Antonio Álvarez Martínez, Claudio Díaz Larenas
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