Autorregulación y motivación en el aprendizaje del inglés mediante el modelo de aula invertida en encuentros sincrónicos

Juan Fernando Gómez; Alex Fernando Rúa Cardona; Julio Antonio Álvarez Martínez; Claudio  Díaz Larenas

doi:10.31637/epsir-2026-1636

Authors

Juan Fernando Gómez Antioquia Institute of Technology https://orcid.org/0000-0003-1004-6793
Alex Fernando Rúa Cardona Antioquia Institute of Technology https://orcid.org/0000-0002-8402-8021
Julio Antonio Álvarez Martínez Antioquia Institute of Technology https://orcid.org/0000-0001-9481-7422
Claudio Díaz Larenas University of Concepción https://orcid.org/0000-0003-2394-2378

DOI:

https://doi.org/10.31637/epsir-2026-1636

Keywords:

attitude, flipped classroom, synchronous online learning, self-regulation, university students, Communicative skills, motivation

Abstract

Introduction: The self-regulation and motivation are fundamental aspects for learning a second language through technological resources. This study was intended to analyze the self-regulation strategies (SRS) that are mostly used by English language students through the Flipped Classroom Model for Synchronous Settings (FCMSS) and their most significant motivations, as well as examines the relationship between self-regulation and motivation in the sample. Methodology: A quantitative approach was followed, with a cross-sectional design at a descriptive-correlational level, with 542 students. The Online Self-regulated English Learning Questionnaire (Zheng et al., 2018) and the Online Language Learning Motivation Questionnaire (Zheng et al., 2018) were used to collect the information. Results: It was found that SRS pertaining to ‘Structure of the environment’, ‘Task strategies’, and ‘Goal setting’ are the most employed by learners, and ‘Instrumentality promotion’ corresponds to the greatest motivation. The existence of a moderate positive correlation between self-regulation and motivation through this language learning approach was demonstrated. Discussions: The study emphasizes that SRS and motivational orientation enable the achievement of linguistic goals in learning English through FCMSS. Conclusions: Certain self-regulatory behaviors and the type of motivation preferred by the sample are essential for reaching linguistic objectives.

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Author Biography

Juan Fernando Gómez, Antioquia Institute of Technology

Doctor of Education Sciences from Cuauhtémoc University in Mexico and Master's Degree in Applied Linguistics for Teaching English as a Foreign Language from the University of Jaén. Full-time English teacher in the Department of Basic Sciences and Common Areas at the Technological University of Antioquia (Medellín, Colombia). Researcher with the CBATA Group in the field of education for society. His research focuses on affective, cognitive and metacognitive factors in the learning of English as a foreign language.

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