Flipped Classrooms and EdTech: Enhancing ESL Learning through Asynchronous Instructional Tools

• Huang Chang, Yahui ^[1]
  1. [1] Universidad Hispanoamericana

     Universidad Hispanoamericana

     México

     
• Localización: Ciencia Latina: Revista Multidisciplinar, ISSN-e 2707-2215, ISSN 2707-2207, Vol. 9, Nº. 3, 2025, págs. 1758-1769
• Idioma: español
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• Resumen

  • This theoretical study explores the integration of asynchronous educational technologies in flipped classrooms to support adult ESL learners in higher education. Drawing from adult learning theories—particularly andragogy and transformative learning—the article examines how platforms such as Microsoft Teams and Moodle can empower learners through flexibility, autonomy, and reflective engagement. Through a documentary analysis of pedagogical literature and technological affordances, the study highlights how flipped instruction aligns with the learning needs of adult students and the evolving role of technology in language education. Findings underscore the importance of purposeful instructional design and accessibility to ensure the success of flipped learning environments in university-level ESL programs.