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Impact of the Flipped Classroom on English Language.
Skills in Small Groups of High School Students.
Maria Teresa Rodriguez de Verenzuela3
mrodriguez@uteg.edu.ec
https://orcid.org/0009-0005-6572-4143
Andrea Stefanía Cusme Campos4
issandreacusme@gmail.com
https://orcid.org/0009-0002-1029-5597
Fecha de recibido: 04/08/2025 Fecha de aceptado: 06/10/2025
Abstract
The research aimed to analyze the impact of small class sizes on English language learning. The study was
conducted at the Monseñor Roberto María del Pozo Private School, located in Guasmo Central, Guayaquil,
where it was identied that class size influences English language acquisition. A mixed approach with a de-
scriptive and documentary design was applied, collecting data from 30 third-year high school students and
four English teachers. The results showed that small class sizes foster greater participation, interaction, and
learning accuracy compared to large classes. The ndings also highlight the importance of active method-
ologies such as the flipped classroom and the theory of multiple intelligences within the teaching-learning
process. The results showed a 67% improvement in average student performance, a gure obtained from
the comparative analysis of initial and nal evaluations following the implementation of these strategies.
Finally, it is concluded that small-group work, combined with active methodologies, promotes more active,
collaborative, and personalized learning, enhancing language skills, creativity, and teacher-student interac-
tion, and generating meaningful and sustainable learning in diverse educational contexts.
Keywords: Small groups, Flipped classroom, English language learning, Active methodology, Language
skills.
Introduction
Learning English as a foreign language has become a fundamental aspect of the globalized world, driven
both by the need to access information and by the professional development opportunities that language
prociency oers. In this context, the English teaching methodologies and strategies implemented in edu-
cational institutions play a crucial role in the success of the training process. In Ecuador, one of the frequent
challenges for teachers is the high number of students per class, although the Ministry of Education es-
tablishes a maximum of 25 students per classroom in public and scal-missionary institutions (Ministry of
Education, 2016). This reality can signicantly impact teaching practices and learning outcomes, becoming
both an opportunity and a challenge in the design and implementation of strategies that promote eective
English language learning in contexts with high student density.
3 Doctora en Ciencias de la Educación, Universidad Tecnológica Empresarial de Guayaquil, Ecuador
4 Maestría en enseñanza de inglés como lengua extranjera, Universidad Tecnológica Empresarial de Guayaquil, Ecuador
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At the Monsignor Roberto María del Pozo Private School, located in Guasmo Central, south of Guayaquil,
English classes are taught in parallel with approximately 30 students. This structural and methodological
condition motivated the search for pedagogical alternatives designed at improving the performance and lin-
guistic competences of students. The evaluations applied in previous years reflect that a signicant number
of students in the third year of high school do not meet the performance criteria of language competence.
Studies suggest that groups with fewer students facilitate interaction and communication, which is cru-
cial for the development of language competence. Agustina et al., (2021) point out that working in small
groups favors communicative competence and active learning, although it also presents certain challenges
for teachers, who must manage and adjust classroom activities. On a theoretical level, working in small
groups has been shown to encourage student participation, improving linguistic accuracy and promoting
communicative fluency in language learning compared to large classes, which has a direct impact on the
development of language comprehension, expression and production skills. [2].
In addition to the reduction of groups, in the last decade special attention has been paid to the flipped
classroom model as a strategy that promotes autonomy and active learning. This model allows students
to explore theoretical content outside the classroom, reserving time in class for practical and collabora-
tive activities that strengthen their language skills [3]. In small group contexts, the flipped classroom could
optimize interaction time and personalized approach, which is especially valuable in language learning.
Likewise, the flipped classroom promotes autonomy and reserves face-to-face time for collaborative and
practical activities that enhance the application of the language (González-Zamar & Abad-Segura, 2019).
In order to understand the phenomenon studied in depth, the dierent elements or aspects involved in
this particular teaching and learning process are analyzed. This study not only focuses on academic devel-
opment, but also examines how these methodologies can improve listening, speaking, reading and writing
in English, fostering more balanced and applied language competence. In addition, the connection between
students and their educational environment is analyzed, as well as the fundamental role of the teacher in
the mediation and facilitation of these methodologies.
In this sense, the present research aims to analyze the impact of the implementation of the flipped class-
room in small groups on the development of language skills in English as a foreign language in high school
students, considering its possible influence on academic performance and the development of competen-
cies. It is hypothesized that the combination of the flipped classroom model with small group work signi-
cantly improves English language skills, by promoting active participation, autonomy and communicative
interaction in the classroom. In addition, the research seeks to understand how factors such as motivation,
student participation, assessment strategies and the use of technological resources aect the eectiveness
of the English teaching-learning process under these methodologies.
The relevance of this research lies in the fact that it provides empirical evidence on the eectiveness of
active and innovative methodologies in the teaching of English as a foreign language, especially in contexts
where structural conditions may limit individualized learning. The implementation of small groups and the
flipped classroom represents a viable pedagogical alternative to promote more participatory, collaborative
and student-centered learning, strengthening communicative competence and academic performance.
Likewise, the results of the study can guide future institutional decisions and serve as a reference to opti-
mize teaching practices, supporting the development of educational strategies adapted to the needs of the
national context.
Fundamentals of Language Learning
Mastery of a foreign language requires the integration of skills in listening, speaking, reading, writing, and
grammatical use. The acquisition of these competencies is understood as a holistic process that incorpo-
rates knowing, know-how, knowing how to be, and knowing how to live together (Mendoza González, 2021).
Beyond the memorization of structures, learning is built through social coexistence and the contextual ap-
plication of knowledge.
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Saussure’s (1916) theory of the linguistic sign, which distinguishes signier and signied, oers a struc-
tural perspective on how the link between form and meaning occurs in language teaching. Active strategies
facilitate this connection by enabling authentic communicative experiences in which students associate
linguistic units with real contexts.
Learning a language involves mastering vocabulary, listening, speaking, grammar, reading, and writing.
By working with small groups, the teacher can customize instruction according to each student’s prociency
level and needs. On these aspects, Domínguez et al. (2021) highlight that the division of groups into interac-
tive learning contexts allows for teaching that is more tailored to the particularities of each student. To imple-
ment this technique of small groups in the classroom [4] Mendoza González (2021) states that, in terms of
acquiring language skills, students must achieve general skills that integrate knowing, knowing how to do,
knowing how to be and knowing how to live together, as well as developing eective communication [5]. In
this way, learning depends not only on what the student knows, but also on how he assimilates and applies
the new information, which is determined both by the curricular strategies and by the constant relationship
between the teacher and the content [6].
Similarly, class size influences the strategies of the teacher, the student, and the teaching environment,
directly influencing the quality of learning related to the personalization of content, peer activities, commu-
nication, and teacher-student feedback [7]. It should be noted that there is no perfect number for the com-
position of groups, since factors such as the type of activity, the educational purpose, the characteristics of
the students and the climate in the classroom are also taken into account to dene it.
Learning theories that underpin the approach
This holistic approach is aligned with the four pillars of UNESCO education (Delors, 1996): learning to
know, by exploring new linguistic structures: learning to do, by putting communicative skills into practice
in authentic settings; learning to be, by strengthening the autonomy, condence and critical thinking of the
student; and learning to live together, promoting cooperation, mutual respect and teamwork in an inclusive
and collaborative educational context. Thus, the teaching of language skills is enhanced in a dynamic and
participatory educational environment that promotes meaningful and sustainable learning [8]. On the other
hand, “learning to be” highlights the development of emotional and cognitive competencies that not only
impact language prociency, but also the integral development of the student. This approach favors auton-
omy, the ability to make informed decisions, and the encouragement of critical thinking, which are essential
for active participation in global society. Students acquire tools to solve problems creatively, which allows
them to adapt more easily to new and complex situations.
Similarly, the pillar of “learning to live together” acquires special relevance in a diverse educational en-
vironment, where students interact with peers from dierent cultures, backgrounds and perspectives. This
pillar underscores the importance of creating an inclusive classroom environment, where mutual respect,
empathy, and teamwork are fostered through collaborative activities. In this sense, teachers play a funda-
mental role in facilitating and modeling positive interactions, which not only improves students’ language
skills, but also strengthens their ability to live and work in harmony with others. This approach contributes
to the creation of a more equitable and supportive educational community, promoting not only academic
but also social learning.
On the other hand, Chavarría Pérez and Arroyo Martínez (2023) stand out, with the application of Gardner’s
theory of multiple intelligences in the teaching of English as a foreign language allows the design of didactic
activities that enhance various skills of the students, thus improving their learning process [9]. In this way,
grouping students according to their specic abilities and needs, assigning dierentiated activities that
promote communication with constant language practice, optimizes the learning process and motivates
students to actively participate. The teacher must act as a facilitator, providing individualized feedback and
encouraging collaborative work through dynamics such as debates, role plays and group problem solving.
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This approach is based on the idea that students do not learn in the same way, but have dierent types of
intelligence, such as linguistic, logical-mathematical, interpersonal and intrapersonal, among others. This
type of organization allows students to work in an environment that favors their strengths, while developing
areas of opportunity, This orientation also promotes greater social exchange in real and authentic situations
that is the key to the eective acquisition of it. Likewise, group work not only promotes the development of
language skills, but also essential interpersonal skills for the academic and professional eld.
Active methodological strategies: Flipped classroom, TBLT and PBL
Active methodologies, such as the Flipped Classroom, Task-Based Learning (TBLT), and Problem-Based
Learning (PBL), promote student participation and the building of communicative competencies. The flipped
classroom transfers theoretical exposure to the virtual environment or to previous autonomous work, reserv-
ing face-to-face time for communicative and collaborative tasks. TBLT and PBL, on the other hand, prioritize
meaningful tasks and contextualized problem solving, encouraging the negotiation of meaning and authen-
tic coexistence.
In the teaching dynamics of the environment where this study is developed, the flipped classroom meth-
odology was implemented, in which students access the theoretical content autonomously before the face-
to-face session, allowing class time to focus on practical application and the resolution of doubts. This strat-
egy was combined with work in small groups, favoring communication and collaborative learning. According
to González-Zamar and Abad-Segura (2019), the flipped classroom promotes autonomy and critical think-
ing, while small groups enhance collaboration and active learning [10].
Small groups as a pedagogical strategy
Various methodological approaches have sought to optimize language learning, highlighting small group
work and the flipped classroom as key strategies. These methodologies have been widely studied for their
impact on student engagement, classroom interaction, and the development of language skills, especially
in secondary education settings. In the Ecuadorian context, the National Foreign Language Curriculum es-
tablishes that the teaching of English must promote eective communication, critical thinking, and intercul-
tural understanding according to the Ministry of Education (Ministry of Education, 2016) [11]. These guide-
lines emphasize the importance of active methodologies that foster equitable participation and meaningful
learning, aligning with small group and flipped classroom strategies. In addition, Ferdinand de Saussure’s
theory of the linguistic sign, which decomposes the sign into signier (acoustic image) and signied (con-
cept). Saussure (1916) oers a structural perspective on how students and teachers interact with language
in dierent educational settings [12]. By applying strategies such as the flipped classroom and small group
work, a more direct connection between signier and signied is facilitated, as students can associate lin-
guistic concepts with practical, real-world context. The implementation of methodologies such as small
group work and the flipped classroom in the context of learning a foreign language seeks to create a more
dynamic and flexible environment. Working in small groups allows for more personalized attention, where
the teacher can intervene in a specic way to address the needs of each student. This modality facilitates
active collaboration and problem-solving, essential elements for a deep understanding of the language.
On the other hand, the flipped classroom proposes that students become active agents in a learning pro-
cess. Through prior preparation outside the classroom, students can more eectively approach interactive
activities in class, allowing for greater practical application and reinforcement of the content learned. These
methodologies, together, not only improve academic performance, but also favor the development of inter-
personal skills and critical thinking, key skills for intercultural understanding and the use of language in real
and diverse contexts.
Integrating these Saussurean perspectives into the analysis of classroom interactions can provide theoret-
ical depth and strengthen the arguments presented in the study. For example, by working in small groups,
more personalized attention is promoted, allowing students to construct shared meanings and develop a
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deeper understanding of the language. In this way, the flipped classroom encourages autonomy and active
learning, facilitating the internalization of linguistic structures and their application in real communicative
contexts.
As Forsell et al. (2021) conclude, although learning in small groups can have a positive impact, its imple-
mentation requires careful planning and methodological adaptation based on the characteristics and needs
of the group of students [13]. In order to obtain this favorable eect, it is essential to establish clear objec-
tives, dene roles within the group, design creative and precise activities. The supervision of the teacher is
fundamental and always necessary. Thus, a well-structured environment not only improves academic perfor-
mance, but also strengthens collaborative skills and condence in the use of the language.
In the work of Ugalde et al. (2023), it is mentioned that several authors highlight personalized interactions
and greater participation in small groups, as they facilitate language learning [14]. However, others argue
that the costs and resources required to implement such programs may not outweigh the benets realized
if it is not implemented eectively. In this sense, personalized interactions within small groups allow stu-
dents to receive more direct and targeted attention, which in turn makes it easier to identify their language
needs and track their progress more eectively. Small group dynamics encourage the active participation
of each student, promoting a more collaborative and student-centered learning environment. However, the
implementation of this type of methodology also faces important challenges, such as the need for a greater
teaching eort to manage participatory practices and ensure that all students receive the necessary sup-
port. In addition, the time resource for both planning and implementing activities in small groups can be
considerably greater than in larger classes, increasing the burden on teachers. These additional costs must
be carefully evaluated and balanced with the expected benets, and will only be justied if the approach is
implemented eectively and with the appropriate preparation of both teachers and students.
In addition, as Barre & Villafuerte-Holguin (2021) mention, the understanding and implementation of the
curriculum carried out by teachers varies and aects the application of methodologies such as Content and
Foreign Language Integrated Learning (CLIL) in Ecuador; while some teachers focus on teaching techniques,
others prefer to address more procedural aspects [15]. This contrast in teaching approaches reflects a di-
versity of perceptions and practices within the Ecuadorian education system. Some teachers, by focusing
on teaching techniques, adopt more structured and direct approaches, where the curricular content is ad-
dressed in a sequential and controlled manner. This may limit flexibility in the application of active and
participatory methodologies, such as CLIL. On the other hand, those that focus on processual aspects tend
to favor more holistic and interactive learning, focused on the comprehension and practical application
of the content, which can facilitate greater integration of the language and content. This dierence also
underscores the need for more balanced and tailored teacher training, which allows for the integration of
the best of both approaches and fosters more meaningful and contextualized learning for students. The
implementation of CLIL, therefore, depends not only on the methods used, but also on the willingness and
understanding that each teacher has on how to integrate content and language eectively.
The adequacy of the teacher’s role in the management of these groups is key, as suggested by Aberd
Senyagwa (2021), since such grouping can improve students’ skills and knowledge [16]. Teaching in small
groups reduces student anxiety and increases opportunities for contact with the teacher, optimizing the use
of instructional time and encouraging deeper learning.
On the other hand, Domínguez et al. (2021) state that by creating spaces for exchange where students
actively participate and receive feedback, adjusting instruction to the level of each student, the motivation
and condence of the group increases [5]. To put the small group technique into practice in the classroom, it
is advisable to divide students into homogeneous or heterogeneous groups, depending on the objective of
the class and implement methodologies, strategies and practices that focus on task-based learning, where
the teacher provides gradual supports until students achieve autonomy in the language. In this way, teach-
ing in small groups not only strengthens specic language competencies, but also develops collaborative
skills and reinforces meaningful learning.
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To optimize learning in groups and avoid passivity, it is advisable to apply Gardner’s (1983) theory of mul-
tiple intelligences, which proposes that students have dierent ways of learning and processing information
[17]. Teachers can design diversied activities that cater to dierent learning styles that can include auditory
exercises for those with musical intelligence, role-playing and debates for those with interpersonal intelli-
gence, or concept maps and reflective writing for those who learn best through linguistics. In addition, the
use of kinesthetic movements and activities can benet students with bodily-kinesthetic intelligence, while
logical challenges and structured patterns can stimulate those who excel in logical-mathematical intelli-
gence.
In Rahayu’s (2023) research, the impact of small group discussion on learning outcomes and student
responses in the class was assessed [18]. Data collected through observations, questionnaires, and tests
indicated a signicant improvement in student performance, with an increase in study completion rate from
64% to 88%. From these results, it can be argued that a more dynamic learning environment with constant
communication and personalized feedback motivates students and strengthens their understanding. The
positive response to the method conrms its eectiveness in optimizing classroom teaching. The data sug-
gest that small group discussions not only favor the interpersonal relationship between students, but also
allow for greater personalization of the learning process. In these groups, students have the opportunity to
express themselves more freely, receive instant feedback from their peers and the teacher, which contrib-
utes to a deeper understanding of the contents. This type of experience fosters more collaborative learning,
where the student is not only a passive recipient, but an active actor in their own learning process. Likewise,
the increase in the percentage of study completion reflects how a more student-centered approach and
interactive activities can increase their intrinsic motivation. This type of teaching, in which constant com-
munication and joint problem-solving are encouraged, creates an environment in which students feel more
engaged and empowered to take a more active role in their learning. In this sense, the research reinforces
the idea that pedagogical methods that promote constant communication and feedback are essential to
improve academic outcomes and student understanding.
The literature reviewed shows that learning in small groups promotes eective communication, critical
thinking and cooperation, principles that are aligned with the methodologies of the flipped classroom and
collaborative learning. On this conceptual basis, the present research adopted a quasi-experimental design
that allowed us to observe the relationship between the application of small groups and the development of
English language skills. This theoretical-methodological connection strengthens the coherence of the study,
by linking the bibliographic review with applied educational practice.
Materials and methods
The study adopted a quasi-experimental design with a mixed approach (qualitative and quantitative), with
the application of pre-test-post-test measurements, both in the experimental group and in the control group
to evaluate changes attributable to the intervention, recognizing the limitations inherent in the lack of ran-
dom assignment and aimed at evaluating the combined impact of the flipped classroom and small groups
on English language skills. which allows a deep and detailed analysis of a specic phenomenon within
its real context [19]. The case study allows an exhaustive observation in the real context of the institution,
the relationship between pedagogical intervention (flipped classroom + small groups) and performance in
language skills, without the random assignment typical of a pure experiment and how small groups aect
learning, which could not be fully addressed with more generalized approaches. This type of research facil-
itates the understanding of the individual experiences of students and teachers in the classroom, provid-
ing a contextualized view of the factors that influence the educational process. The study had the Flipped
Classroom Methodology as an independent variable and the English Language Skills in small groups of high
school students (performance in listening, speaking, reading and writing) as a dependent variable.
On the other hand, quasi-experimental design is used to observe the relationship between the use of
small groups and improvement in English acquisition, without the total manipulation of the variables as in
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a pure experiment [20]. This design allows us to study the eects in a more natural environment, with some
limitations, but also with the necessary flexibility to observe results that are more applicable to the real con-
text in teaching. The combination of both methodological approaches allows a more complete and precise
understanding of the observed phenomena, both at the level of the particular classroom dynamics and in
terms of the measurable eects on academic performance.
The mixed approach integrates qualitative and quantitative data, favoring a broader understanding of
the problem studied [21]. Through the quantitative approach, objective data on students’ academic perfor-
mance, such as test results and performance assessments, can be obtained, providing a concrete measure
of the impact of small groups.
Similarly, the qualitative approach allows for an in-depth exploration of the perceptions and experiences
of teachers and students through interviews and observations, which accounts for the subjective dimen-
sions of the learning process. The combination of these two approaches allows for triangulation of data,
increasing the validity and richness of the results, and providing a comprehensive view of how small groups
can influence foreign language acquisition.
Results-discussion
In this study, the criteria for the selection of students and teachers were carefully dened to ensure the
relevance and eectiveness of the intervention. The target population consisted of 30 third-year high school
students from the Monsignor Roberto María del Pozo Private School. The purposive sample included 30
students selected by criteria of academic performance, regular class attendance, and willingness to partici-
pate in the implemented methodology. In addition, 3 English teachers with at least three years’ experience
in teaching the language at the baccalaureate level are included. This approach ensured that the selected
students presented homogeneous characteristics in terms of level of knowledge of the language and com-
mitment to the methodology applied. Their selection is based on their active participation in innovative
methodological strategies and their willingness to collaborate in the study by providing qualitative informa-
tion on the development of practices in small groups.
For data collection, various techniques and instruments were selected that allowed obtaining a broad
and detailed perspective on classroom dynamics and the eectiveness of the methodologies used in small
groups. These instruments were key to capturing both the quantitative and qualitative aspects of the teach-
ing-learning process. First, direct observation was used, which allowed the researcher to analyze the in-
teractions between teachers and students in a real and intervention-free way, identifying patterns of be-
havior and the eectiveness of the methodology. In addition, semi-structured interviews were conducted
with teachers, providing a deeper insight into pedagogical approaches and how they perceive the impact of
small groups on student learning. Questionnaires were also distributed to both teachers and students, in or-
der to collect broader data on the personal experiences and perceptions of the participants. To complement
the information, focus groups were organized, where an open discussion was encouraged that allowed par-
ticipants to share their opinions and reflections on the teaching process in small groups. Finally, they used
eld diaries, a tool that allowed the researcher to document their personal observations and reflections on
the context and events that occurred during the study. A detailed table is presented below with the charac-
teristics, objectives, advantages and limitations of each of these tools, which will allow us to understand
how each instrument contributed to the global analysis of the phenomenon investigated. The procedures
consisted of the implementation of the flipped classroom model (theoretical materials prepared for previous
autonomous work) and the organization of face-to-face activities in small groups (typically 6–8 students per
group). The intervention was applied during the corresponding school period and pre- and post-intervention
data were collected in the standard evaluations of the course.
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Table 1. Information Collection Tools
Technique /
Instrument Description Objective Advantages Limitations
Direct Observation
Evaluation of interac-
tions between teachers
and students during
small group classes.
Gain data on classroom
dynamics and how
small group interac-
tions unfold.
It allows you to ob-
serve real behaviors
in the classroom;
provide natural data.
It can be subjec-
tive if a system-
atic record is not
kept.
Semi-structured inter-
views
Interviews conducted
with teachers, focusing
on their experiences
and pedagogical ap-
proaches.
To collect detailed
information on teach-
ers’ perception of the
eectiveness of the
methodology in small
groups.
It provides in-depth
and detailed informa-
tion about the teach-
er’s experiences.
There may be
a lack of un-
derstanding
or incomplete
answers.
Questionnaires
Instruments with
structured questions,
both open and closed,
aimed at students and
teachers.
Obtain quantitative
and qualitative data on
participants’ percep-
tions and experiences.
Enables ecient
collection of large
amounts of data.
There may be
a lack of un-
derstanding
in incomplete
responses.
Focus Groups
Guided group discus-
sion on the use of small
groups and their eects
on English learning.
Explore opinions and
experiences shared
among participants
on the pedagogical
approach.
It encourages interac-
tion and allows dif-
ferent points of view
to be obtained.
There may be in-
fluence of domi-
nant opinions in
the group.
Field Diaries
Detailed records that
the researcher main-
tains about classroom
observations and expe-
riences.
Documents the re-
searcher’s personal
perceptions and reflec-
tions during the data
collection process.
It provides a rich and
thoughtful perspec-
tive on the events
observed.
It is time-con-
suming and can
be influenced by
the researcher’s
personal percep-
tions.
Source: own elaboration.
As can be seen in Table 1, the analysis of the data was carried out using a mixed approach, which combined
qualitative and quantitative methods, with the aim of providing a more complete view of the impact of small
group and flipped classroom methodologies on the learning of English as a foreign language. The qualitative
data were obtained through direct observations in the classrooms, which allowed recording interactions be-
tween teachers and students, and semi-structured interviews with teachers, where their perceptions about
the implementation of these strategies were explored. These data were analyzed thematically, identifying
patterns in classroom interactions and behavior that suggested that the flipped classroom promoted active
student participation by allowing them to access content before classes, while small groups facilitated more
personalized attention, allowing for greater communication and, therefore, better understanding of the top-
ics. In addition, they were complemented with class records that oered a detailed overview of the applica-
tion of the methodologies and their relationship with the progress of the students in their language skills.
Regarding the quantitative data, the academic performance of the students was analyzed based on the
grades obtained in exams before and aer the implementation of the methodologies. The results showed
a positive trend in student performance, suggesting a favorable relationship between the methodologies
applied and English learning performance. This combined approach provided a more accurate and detailed
view of how small group and flipped classroom methods influence the acquisition of English as a second
language.
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Table 2. Categories derived from teacher interviews
Category Teachers’ Perception Qualitative Evidence
Dynamics in small groups Facilitate listening and speaking through more per-
sonalized interactions. Signicant improvements in oral assessments.
Group discussions They increase students’ condence and eectiveness
in oral expression.
Active participation and more fluid discussions
in class.
Reading in English They increase motivation and comprehension when
reading in collaborative contexts.
Better performance in reading comprehension
tests.
Writing Practice They allow for continuous feedback to hone written
skills. Increase in the quality of the texts presented.
Flipped learning It promotes the resolution of doubts and reinforces
previous learning.
Reduction of errors in tasks based on the invert-
ed approach.
Personalized follow-up It facilitates the identication and individualized sup-
port of needs.
Better performance on personalized tasks and
assessments.
Teacher-student interac-
tion
It favors language acquisition through continuous ac-
companiment.
Closer relationship and trust between students
and teacher.
Motivation in Flipped
Learning
Increase interest and engagement with activities de-
signed for small groups.
Increased participation in class exercises and
group projects
As can be seen in Table 2, the teachers highlight that this dynamic favors the comprehension of reading
and writing in English. In addition, they emphasize that socialization in small groups allows continuous
feedback to be oered, which has an impact on the improvement of student performance.
On the other hand, teachers highlight the eectiveness of flipped learning when applied in small groups,
as it facilitates the resolution of doubts, reinforces previous learning and contributes to the development
of language skills. In this way, they highlight that this approach fosters the motivation and commitment of
students, promoting more active participation in exercises and collaborative projects.
The analysis of the students’ averages, presented in Table 2 and graphed in Figure 1, showed that a ma-
jority reached or exceeded the required learning, which suggests that the small group model contributes
signicantly to the achievement of English language skills. In particular, 30% of the students obtained an
outstanding mastery of learning, while 66% achieved the required learning, with a minimum percentage at
levels close to achievement.
Table 3. Student achievement data
Scale Number of Students Percentage (%)
Master the required learning 9 30.0
Achieve the required learning 20 66.7
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Is close to achieving the required
learning 1 3.3
Figure 1. Student achievement data
Source: own elaboration.
Classroom observation allowed the identication of key activities related to the implementation of small
groups in English teaching. These ndings reflect both the particular characteristics of the classes analysed
and wider implications for language learning in similar contexts. The main aspects observed and their im-
pact on the educational process are presented below:
Quality of Learning Time: Small groups allow for a more ecient use of class time, achieving a more eec-
tive integration of language skills. Through strategies such as learning stations, rotation of roles in discus-
sions, peer teaching activities, and case analysis, students can practice in a more personalized and focused
way. These dynamics optimize the exchange time, ensuring that each student receives direct feedback and
actively participates in the development of their English skills.
Empathy and Motivation: Small group dynamics increase empathy and motivation, enriching students’
personal commitment to activities. To enhance this eect within the flipped classroom model, guided dis-
cussions, team problem solving, collaborative projects, and role-playing activities can be implemented.
These strategies promote active communication, mutual support, and greater personal engagement, thus
optimizing the learning process.
Constant Social Feedback and Sharing: The small footprint facilitates immediate feedback and ongoing
communication, which is key to deep learning. It is suggested that large students be divided into groups of
no more than 7-8 students per group. Responsibilities as a group leader are delegated, issues to be taken up
that the group needs to reinforce and improve. Divide the topics to be researched at home and bring them
to the next class.
Use of Alternative Sources of Knowledge: Students in small groups have the opportunity to explore a vari-
ety of modern and diversied resources, such as digital platforms, podcasts, educational videos, and inter-
active materials. Through activities such as guided investigations, collaborative presentations, and multi-
media content analysis, autonomy and self-directed learning are encouraged. These strategies allow them
to develop knowledge management skills and apply what they have learned in real contexts, enriching their
language acquisition process.
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Conclusions
The use of small groups in the classroom has been considered a potentially eective strategy for teaching
English as a foreign language in high school students, as it could favor active, collaborative and contex-
tualized learning, enhance the equitable participation of students, strengthen their language skills, thus
contributing to the development of more meaningful learning adapted to their individual needs.
The use of small groups is an eective strategy within methodologies such as Cooperative Learning, Prob-
lem-Based Learning (PBL) and Task-Based Learning (TBLT), as it favors meaningful coexistence and the ac-
quisition of knowledge in a deeper way.
The flipped classroom combined with small group work contributes signicantly to the development of
deeper learning that is applicable to new contexts. This integration of strategies favors students to face
more complex linguistic tasks with greater condence and eciency, which is reflected in a sustained im-
provement in their academic performance. In addition, the flipped classroom boosts creativity and fosters
students’ ability to solve problems collaboratively.
The motivation and empathy generated by interacting in small groups are key elements to consolidate a
positive learning environment. Close interactions and constant feedback not only optimize the learning of
language skills, but also strengthen the teacher-student relationship and increase student condence.
Exploring the implementation of these strategies at other educational levels and disciplines to evaluate
their applicability and benets in diverse contexts can have a positive impact on the development of so
skills in students. The combination of small groups and active methodologies is positioned as a promising
practice to transform teaching in diverse educational settings.
Recommendations
The study addresses a relevant issue within the teaching of English as a foreign language, exploring the
impact of small groups and the flipped classroom on student learning. One of its strengths is the integration
of a mixed approach, which allows obtaining a comprehensive view of the phenomenon under investiga-
tion. However, an opportunity for improvement lies in deepening the analysis of the influence of the meth-
odology on the dierent language skills.
It would be useful to include a more detailed comparison between the four language skills (listening,
speaking, reading and writing), assessing which of them had the greatest impact and whether small groups
equitably favoured the development of all of them. In addition, although the study mentions a 67% increase
in student achievement, It would be benecial to broaden the interpretation of this improvement, explor-
ing whether this improvement remained constant at dierent levels of academic performance, exploring
whether it remained constant at dierent levels of academic performance, or whether there were variations
between students with higher and lower levels of English.
In the methodology, the use of various tools for data collection stands out, which strengthens the validity
of the study; However, it could be enriching to include a more detailed description of the selection criteria
for participants, especially in terms of their initial level of language prociency. This would allow for a better
contextualization of the ndings and a more accurate view of the impact of the methodologies applied.
Another aspect to consider is the analysis of students’ perception of the learning process in small groups
and with a flipped classroom, since, although the opinion of teachers has been considered, including the
students’ perspective in greater depth would allow a more complete evaluation of the impact of these strat-
egies.
It would be valuable to explore how this interaction was structured within the classroom, for example,
whether students were grouped in a homogeneous or heterogeneous way in terms of linguistic level and
what impact this organization had on their learning. In the results, the study presents solid quantitative data
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29
on students’ academic performance, but could benet from greater triangulation with qualitative ndings,
establishing more explicit relationships between the data obtained from observations and interviews with
improvements in performance.
The sustainability of the observed impact could also be considered, analysing whether the positive eects
of these methodologies are maintained in the long term or whether continuous reinforcement is necessary
to consolidate progress. In addition, it would be interesting to include a more detailed analysis of the chal-
lenges encountered in the implementation of small groups and the flipped classroom. Identifying the possi-
ble diculties faced, such as the adaptation of teachers or the initial resistance of students, would allow us
to oer more concrete recommendations for future applications of these methodologies. Finally, regarding
the implications of the study, the discussion on how these ndings can be used to improve educational pol-
icies related to the teaching of English in Ecuador could be broadened, suggesting strategies to implement
these approaches in dierent institutions and educational levels. Proposing future lines of research would
also strengthen the contribution of the study, for example, by exploring the impact of these methodologies
on other academic levels or on the teaching of other languages. Overall, the study is sound and well-found-
ed, but with these adjustments it could further strengthen its impact and applicability in the eld of foreign
language teaching.
Funding
The authors declare that the funding for this research came exclusively from personal funds. No external
nancial support was received from public or private institutions; therefore, the commitment and dedication
of researchers were essential for the development of this study.
Conflict of interest
The authors declare no conflict of interest.
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