Flipped learning en la enseñanza de lenguas extranjeras: beneficios y desafíos en el aula universitaria

The Flipped Learning teaching-learning model has emerged as an innovative approach in higher education, particularly in foreign language learning. This research explores the perceptions of undergraduate students in Foreign Languages at a private academic institution regarding the benefits and challenges associated with this institutional methodology. The study employed a qualitative-descriptive approach, using data collection techniques such as semi-structured questionnaires administered to higher education students who have experienced the Flipped Learning model in their academic training.Data analysis was conducted through thematic categorization, identifying recurring patterns in students’ perceptions of the benefits and challenges of this model. The findings indicate that foreign language students perceive this educational model as a beneficialapproach that enhances their learning experience by promoting self-regulated study habits, maximizing classroom interaction, and providing flexible access to learning materials. The ability to review digital resources at their own pace contributes to increased confidence in language acquisition, while the interactive nature of in-class activities encourages practical language use.Despite these advantages, students also report challenges such as technological access barriers, difficulties adapting to self-directed learning, and the complexity of formative and summative assessment within this framework. Although it is a promising pedagogical approach that fosters student-centered learning, higher education institutions need to develop improvement mechanisms to ensure its effective implementation.