Pastrana Muñoz, Juan CarlosHoyos Molina, Andrés Felipe2023-02-152023-02-152023-02-15https://repositorio.unicordoba.edu.co/handle/ucordoba/7110The current study explains changes in fourth graders’ oral participation that study in a private institution located in Montería, Córdoba, Colombia, and learned English as a Foreign Language following a Flipped Learning Approach. The essence of this study is rooted in the change that the educational field experienced due to the COVID-19 pandemic that affected the world and provoked teachers, schools, and institutions worldwide to implement Emergency Remote Learning. This study followed an explanatory research design to explain how those changes occurred. Observations, in-depth interviews, and documentation were used as methods to collect the data. Data were collected between April 2021 and September 2022. It was analyzed following the Marshall and Rossman model, pursuing their seven stages proposed to analyze the data. To increase the trustworthiness and legitimacy of this study, the data were triangulated, comparing different data sources and proposing rigorous conclusions. The findings revealed that the participants positively perceived oral participation in the flipped classroom. Important aspects such as the importance of participating orally in class and the influence of Information and Communication Technologies (ICT) were highlighted in those perceptions. A matrix was used to analyze changes in the frequency and quality of oral participation. In that sense, the findings evidenced that students’ oral participation had increasingly significant changes. However, little changes were found in terms of the quality of oral participation in the flipped classroom. Also, this study revealed that affective factors such as self-esteem, anxiety, and motivation provoked changes in students’ oral participation in the flipped classroom.Introduction 1Research questions 6Theoretical Framework 9Conceptual Framework 9Towards a definition of remote learning 9Flipped learning Approach. 14Oral participation 21Literature review 25Flipped learning and affective factors. 27Flipped learning and students’ oral participation. 32Methods 34Research approach and design 34Participants and context 37Data collection procedures 39Observations 40In-depth interviewing 41Documentation 43Data analysis technique 45Ethical considerations 48Findings 49Students’ perceptions of oral participation in the flipped classroom 49Benefits of students’ oral participation in the flipped classroom 56Affective factors affecting students’ oral participation. 64Discussion 70Conclusions 74References 76Appendices 81Appendix 1 81Appendix 2 87Appendix 3 100Appendix 4 101Appendix 5 102Appendix 6 104application/pdfengCopyright Universidad de Córdoba, 2022Trabajo de grado - Maestríainfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Covid-19Aprendizaje remoto en emergenciasEnfoque de aprendizaje invertidoParticipación oralFactores afectivosCOVID-19 pandemicEmergency remote learningFlipped learning approachOral participationAffective factors