CARO TORRES, María Catalina et al. Blended-Flipped Instructional Model: Personalization, Flexibility and Metacognition for the Leveling of English in Higher Education. []. , 53, pp.107-121.   18--2021. ISSN 0123-4870.  https://doi.org/10.17227/folios.53-10742.

This research article presents an exploration of the scope of an instructional model of English as a foreign language created in a hybrid environment and with a flipped classroom approach, in addressing the leveling needs of a group of university students. The model was born as an academic success strategy for university students who need to study English with an adjustable option both to their learning processes and to their life circumstances. Data collection followed a qualitative approach; and the analysis involved a constant analysis and coding of the data implementing the postulates of grounded theory. The research results indicate that students perceive that the hybrid-flipped instructional model allowed them to overcome time and affective barriers through flexibility and personalization. The model also encouraged students' metacognitive behaviors. These findings allowed the researchers to conclude that the proposed model favors English learning and that the hybrid-flipped approach demonstrates that technology facilitates the process of flexibilization and adaptation of teaching practices to the language learners' needs.

: Higher education; blended learning; computer assisted language learning; language teaching; flipped classroom.

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