EFL TEACHER CANDIDATES’ ENGAGEMENT IN MOBILE-ASSISTED FLIPPED CLASSROOM

Öz Many studies have explored the benefits of flipped classrooms in language learning, but a further investigation on the link between mobile-assisted flipped classrooms and EFL teacher candidates’ engagement in learning in an Indonesian context is needed. This research aimed at elaborating on how the implementation of mobile-assisted flipped classroom engaged EFL teacher candidates. With this goal in mind, we employed a case study design aiming at giving a holistic description of the case. It included multiple sources of data from online archives, observations, questionnaires, and Focus Group Discussion (FGD). We investigated the roles of the teacher and the students in the implementation of a mobile-assisted flipped classroom. The data from online archives, observations, questionnaires, and FGD show that a flipped course leads to EFL engagement. The discussion reveals how EFL teacher candidates experience different levels of emotional, behavioral, cognitive, social, and reflective engagements in various modes of learning and interactions. The study elaborates on the positive impact of mobile-assisted flipped language learning on engaging teacher candidates. This study also offers some implications and recommendations for teaching practitioners and future research.

Kaynakça

Ardi, P. (2017). Promoting learner autonomy through schoology M-Learning platform in an EAP class at an Indonesian University. Teaching English with Technology, 17(2), 55–76.

Ary, D., Jacobs, L. C., Sorensen, C. K. (2010). Introduction to Research in Education (8th ed.). Belmont: Wadsworth. Astika, G. (2014). Reflective teaching as alternative assessment in teacher education: a case study of pre- service teachers. TEFLIN Journal, 25(1), 16–32.

Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28–37.

Kaynak Göster

APA Pasarıbu, T , Wulandarı, M . (2021). EFL TEACHER CANDIDATES’ ENGAGEMENT IN MOBILE-ASSISTED FLIPPED CLASSROOM . Turkish Online Journal of Distance Education , 22 (3) , 1-18 . DOI: 10.17718/tojde.961774