<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642024000100544</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v8i32.743</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El efecto del aula invertida en el aprendizaje de inglés: Revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[The effect of the flipped classroom on English language learning: Systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[O efeito da sala de aula invertida no aprendizado da língua inglesa: uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales]]></surname>
<given-names><![CDATA[Lina Elda Guillermo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<numero>32</numero>
<fpage>544</fpage>
<lpage>559</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642024000100544&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642024000100544&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642024000100544&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El método del aula invertida ha sido estudiado en varias disciplinas, pero su impacto en el aprendizaje del inglés, especialmente en la educación básica regular, sigue siendo un área de investigación crucial. El objetivo del estudio fue analizar el efecto del aula invertida en el aprendizaje del inglés. Se llevó a cabo una revisión sistemática, mediante el método PRISMA. Las fuentes de información fueron las bases de datos Scopus, Scielo, ERIC y Web of Science. Los operadores booleanos fueron AND, OR y NOT. El número total de estudios hallados fueron 71, de los cuales se seleccionaron 15 artículos de Malasia, Irán, Turquía, Indonesia, Jordania, Iraq, Tailandia, Omán, Bután, Arabia Saudita, Perú, Costa Rica y Ecuador. Según los resultados, el aula invertida tiene un efecto positivo en el aprendizaje del idioma inglés, ya que el enfoque fomenta el aprendizaje activo, la participación de los estudiantes, la colaboración y la alfabetización tecnológica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The flipped classroom method has been studied in various disciplines, but its impact on English language learning, especially in regular basic education, remains a crucial area of research. The aim of the study was to analyze the effect of the flipped classroom on English language learning. A systematic review was carried out using the PRISMA method. The sources of information were the Scopus, Scielo, ERIC and Web of Science databases. The Boolean operators were AND, OR and NOT. The total number of studies found was 71, of which 15 articles were selected from Malaysia, Iran, Turkey, Indonesia, Jordan, Iraq, Thailand, Oman, Bhutan, Saudi Arabia, Peru, Costa Rica and Ecuador. According to the results, the flipped classroom has a positive effect on English language learning, as the approach encourages active learning, student participation, collaboration, and technological literacy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O método da sala de aula invertida foi estudado em várias disciplinas, mas seu impacto no aprendizado da língua inglesa, especialmente na educação básica regular, continua sendo uma área crucial de pesquisa. O objetivo do estudo foi analisar o efeito da sala de aula invertida no aprendizado da língua inglesa. Foi realizada uma revisão sistemática, utilizando o método PRISMA. As fontes de informação foram os bancos de dados Scopus, Scielo, ERIC e Web of Science. Os operadores booleanos foram AND, OR e NOT. O número total de estudos encontrados foi 71, dos quais 15 artigos foram selecionados da Malásia, Irã, Turquia, Indonésia, Jordânia, Iraque, Tailândia, Omã, Butão, Arábia Saudita, Peru, Costa Rica e Equador. De acordo com os resultados, a sala de aula invertida tem um efeito positivo no aprendizado da língua inglesa, pois a abordagem incentiva o aprendizado ativo, a participação dos alunos, a colaboração e a alfabetização tecnológica.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje del inglés]]></kwd>
<kwd lng="es"><![CDATA[Aula invertida]]></kwd>
<kwd lng="es"><![CDATA[Educación básica regular]]></kwd>
<kwd lng="es"><![CDATA[Método de enseñanza]]></kwd>
<kwd lng="en"><![CDATA[English language learning]]></kwd>
<kwd lng="en"><![CDATA[Reversed classroom]]></kwd>
<kwd lng="en"><![CDATA[Regular basic education]]></kwd>
<kwd lng="en"><![CDATA[Teaching method]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem da língua inglesa]]></kwd>
<kwd lng="pt"><![CDATA[Sala de aula invertida]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica regular]]></kwd>
<kwd lng="pt"><![CDATA[Método de ensino]]></kwd>
</kwd-group>
</article-meta>
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