Explorıng The Perceptıons Of Pre-Servıce Englısh Language Teachers Of Flıpped Classroom
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The present study explored the pre-service English language teachers’ perceptions of the flipped classroom and provided a detailed account of what they thought of the model. It also assessed their perceptional changes by examining the reasons and motives behind these changes. The study also looked at their attitudes towards the pre-class learning experience and materials. Lastly, the present study investigated the instructor’s perceptions of the model and the process she went through. To attain these aims, the study pursued a pre-experimental One-Group Pretest-Posttest research design. A four-week intervention of flipped classroom implementation took place between the pre-test and the post-test. The study adopted a mixed methods research design, so it benefited from both quantitative and qualitative data collection methods. The study was conducted with 29 pre-service English language teachers in English Language Teaching program in the Department of Foreign Languages Education at Faculty of Education at Sakarya University, a state university. The results indicated that pre-service English teachers favored the flipped classroom learning experience. A significant increase in motivation, engagement, participation, and interaction was demonstrated. The participants highly valued in-class applied activities, learning by experiencing, and peer learning. They also developed self-regulated learning skills by taking the responsibility for their own learning. On the other hand, the problems they faced were mainly about the poor internet connection. Likewise, the findings displayed that also the instructor was satisfied with the model because of similar reasons. It can be concluded that flipped classroom model has a promising potential to make learning more effective and increase learning gains.