Campoverde López, Johnny SegundoPérez Párraga, Estefanía MaríaQuintero Chilán, Kristy Ivette2026-06-222026-06-222026-02-20Pérez Párraga, E. M., & Quintero Chilán, K. I. (2026). The Flipped Classroom for the development of Learning Styles in the English area. Universidad Bolivariana del Ecuador.MAESTRÍA EN PEDAGOGÍA DEL INGLÉS COMO LENGUA EXTRANJERAhttps://dspace.ube.edu.ec/handle/123456789/3783TESIS-MAESTRÍAThis study investigates the issue of how the Flipped Classroom is not frequently implemented for improving the English teaching-learning process, and how that may impact students’ learning styles and motivation. The primary goal of the study was to analyze the relationship between using the Flipped Classroom methodology and developing learning styles for eighth-grade students of Educación General Básica Superior at Unidad Educativa Municipal Sebastián de Benalcázar. The study followed a mixed-method approach that used both qualitative and quantitative methods to obtain data. Surveys and interviews were conducted with teachers and students in order to identify the level of implementation of the Flipped Classroom methodology and the predominant learning styles in the classroom. The quantitative and qualitative findings further revealed that although teachers employed some technological tools, the use of the Flipped Classroom was limited and teachers primarily used traditional teaching strategies. Based on the findings, a didactic guide was created that is based on the Flipped Classroom methodology which contained online resources, group activities, and formative assessments that aimed to promote independence, interest, and active participation. The results confirmed that the Flipped Classroom could be considered as a new methodology to develop an English teaching-learning process by developing students’ learning styles.en-UShttp://purl.org/coar/access_right/c_abf2Flipped classroomlearning stylesenglish teachingpedagogical innovationmotivationThesis