The Future of Education

Edition 14

Accepted Abstracts

EFL Preservice Teachers’ Reflections on Flipped Learning

Eunjeong Park, Sunchon National University (Korea, Republic of)


This mixed-methods study explored preservice teachers’ experiences and perceptions of flipped learning in the COVID-19 era. Thirty Korean EFL preservice teachers participated in survey research; fifteen of them joined the interviews in this study. For data analysis, survey data were analyzed along with descriptive statistics. Then, thematic analysis was used to analyze the interview data. Thematic analysis is useful in exploring recurring themes and patterns in qualitative research. The findings revealed that the preservice teachers deeply considered flipped learning as useful for self-regulation and autonomy. They also discussed the advantages and challenges of flipped learning. In terms of online sessions for previewing, however, they perceived the need for instant feedback from their professor and interactions with their peers. Lastly, the preservice teachers argued that the online sessions before the class should be closely connected to their learning in class. This study is of
significance in examining preservice teachers’ experiences and perceptions on flipped learning, providing the educational purposes and directions to be considered in the design of flipped learning and considering educational value and pedagogical direction of flipped learning.
Keywords: Flipped learning, English language education, preservice teachers, teacher education

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