<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672023000100145</article-id>
<article-id pub-id-type="doi">10.23913/ride.v13i26.1484</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Implementación de aula invertida: desempeño académico de estudiantes universitarios en un curso de lectura de textos en inglés]]></article-title>
<article-title xml:lang="en"><![CDATA[Implementing flipped classroom: first year college students&#8217; academic performance in a EFL reading comprehension course]]></article-title>
<article-title xml:lang="pt"><![CDATA[Implementação da sala de aula invertida: desempenho acadêmico de universitários em um curso de leitura de textos em inglês]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez Rivas]]></surname>
<given-names><![CDATA[José Ramón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de la Ciudad de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>13</volume>
<numero>26</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672023000100145&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000100145&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000100145&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Actualmente, el modelo de aula invertida ha adquirido un inusitado auge, en gran medida debido a la situación generada por el virus SARS-CoV-2 que todavía afecta al mundo entero. El interés en esta metodología se debe a la combinación de otros constructos importantes en educación, como el aprendizaje autodirigido, centrado en el alumno, desempeño escolar, entre otros, así como las tecnologías de la información y la comunicación (TIC) en el aula. Aunque existen muchas investigaciones sobre el uso del modelo de aula invertida y la comprensión de lectura en inglés, estas se centran principalmente en cursos generales de inglés y no abordan la instrucción exclusiva de comprensión lectora de textos en inglés, lo que representa una problemática muy particular en el aprendizaje de lenguas extranjeras.  Este trabajo de investigación abordó la intervención con el modelo de aula invertida para un curso de comprensión lectora en inglés dirigido a estudiantes de primer ingreso en una universidad situada al norte de la Ciudad de México. El estudio fue de corte cuantitativo con diseño cuasi-experimental con pre y pospruebas para comprobar si la mencionada intervención mejoraba el desempeño de los estudiantes. La muestra no aleatoria estuvo conformada por 63 estudiantes de ambos sexos. A partir del análisis estadístico con la prueba U de Mann-Whitney, se encontró que la diferencia en el desempeño académico con el modelo de aula invertida y la enseñanza tradicional es estadísticamente no significativa (U = 454, p = .938, r = 0.01).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Nowadays the flipped classroom approach has acquired a great interest, largely due to the situation caused by the Sars - Co V - 2 virus which afflicts us worldwide. The interest in this methodology derives from the combination of other important constructs in education such as: self-directed learning, student - centered learning, academic performance, as well as ICT (information and communication technologies) in the classroom. Although there is an infinity of research on flipped classroom and reading comprehension in English, a few of them study reading comprehension as a sole skill. Reading comprehension instruction represents several challenges and a special teaching method when taught as foreign language (EFL).  This study aimed to prove whether the implementation of a EFL reading comprehension course for first - year undergraduate students at a public university in northern Mexico City improves academic performance on that subject. The study design was quasi - experimental with a non-random sample of 63 students both female and male. Pre- and post - tests were given to assess academic performance. From the Mann - Whitney U-test analysis, it was found that the difference between flipped classroom - traditional instruction, is not statistically significant (U = 454, p = .938, r = 0.01).]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Atualmente, o modelo de sala de aula invertida adquiriu um boom incomum, em grande parte devido à situação gerada pelo vírus SARS-CoV-2 que ainda afeta o mundo inteiro. O interesse por essa metodologia se deve à combinação de outros construtos importantes na educação, como aprendizagem autodirigida, centrada no aluno, desempenho escolar, entre outros, além das tecnologias de informação e comunicação (TIC) na sala de aula. Embora existam muitas investigações sobre o uso do modelo de sala de aula invertida e compreensão de leitura em inglês, estas são focadas principalmente em cursos de inglês geral e não abordam o ensino exclusivo de compreensão de leitura de textos em inglês, o que representa um problema muito particular. aprendendo idiomas extrangeiros.  Este trabalho de pesquisa abordou a intervenção com o modelo de sala de aula invertida para um curso de compreensão de leitura em inglês destinado a alunos do primeiro ano de uma universidade localizada ao norte da Cidade do México. O estudo foi de natureza quantitativa com desenho quase-experimental com pré e pós-testes para verificar se a referida intervenção melhorou o desempenho dos alunos. A amostra não aleatória foi composta por 63 alunos de ambos os sexos. A partir da análise estatística com o teste Mann-Whitney U, verificou-se que a diferença no desempenho acadêmico com o modelo de sala de aula invertida e ensino tradicional não é estatisticamente significativa (U = 454, p = 0,938, r = 0,01).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[clase invertida]]></kwd>
<kwd lng="es"><![CDATA[comprensión de lectura]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de idiomas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[inglés]]></kwd>
<kwd lng="en"><![CDATA[flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[EFL]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[English language]]></kwd>
<kwd lng="pt"><![CDATA[sala de aula invertida]]></kwd>
<kwd lng="pt"><![CDATA[compreensão de leitura]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem de línguas]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[inglês]]></kwd>
</kwd-group>
</article-meta>
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