Innovation in Language Learning

In Latin America, learning English as a foreign language faces structural and pedagogical challenges that have led to the use of active methodologies such as the flipped classroom, which require the development of digital skills and self-regulated learning. This study explored the perceptions of Peruvian teachers and students in an adult education program regarding the implementation of the flipped classroom in teaching English as a foreign language in virtual learning environments. The approach was qualitative, and the design was based on systematic grounded theory, following three phases of open, axial, and selective coding. The narratives were analyzed using MAXQDA software, based on data triangulation obtained from semi-structured in-depth interviews with teachers and an open-ended questionnaire administered to students. The results revealed the following main categories: the use of technology and materials in the flipped classroom; time management and learning organization; strategies and monitoring of active student learning; teacher adaptation to the flipped classroom method for language learning; adaptation of teaching to the flipped classroom method; and teacher digital competence. The teachers mentioned that the effectiveness of the flipped classroom could vary depending on the student's profile, optimizing the use of class time and prioritizing practice; however, they emphasized that overloading students with activities could result in insufficient preparation time. For their part, the students highlighted that this methodology allowed for the use of technology, digital materials, and immediate feedback from the teacher; however, factors such as self-regulated learning and digital skills could affect its effectiveness, flexibility, and motivation toward meaningful language learning.