EFL student teachers on flipped classrooms
Norwegian EFL student teachers largely saw flipped classrooms as efficient and effective, yet many hesitated to adopt FC with young pupils in their future teaching.
Source
Student teachers' perceptions of flipped classroom in EFL teacher education
Study at a glance
- Design
- Other — Explanatory sequential mixed methods on flipped EFL teacher education
- N
- N=34 · 34 surveyed; 19 in focus groups
- Population
- Norwegian second-year EFL student teachers in a required flipped course
- Outcome
- Perceived efficiency/effectiveness of flipped classrooms and willingness to adopt with pupils
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EFL student teachers on flipped classrooms
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34 completed the survey; 19 joined focus groups.
34 participants completed a survey in Phase 1, and 19 participants joined in focus group interviews in Phase 2.
91.18% said FC used class time more efficiently.
Among 34 survey participants, 91.18% of STs reported that FC used class time more efficiently.
What they did
Using an explanatory sequential mixed-methods design, researchers gathered surveys (n=34), focus groups (n=19), and exit tickets from second-year EFL student teachers in a flipped required course, analyzing perceived advantages and challenges.
What they found
Most reported more efficient class time and better learning; many wanted another FC course. Qualitative data highlighted pre-class video learning and active in-class discussion, alongside challenges and caution about using FC with younger learners.
The limits
What it doesn't show
Perceptions in one teacher-education course do not measure K–12 pupil learning gains from FC, and small-n survey estimates are imprecise.
Key terms
- Flipped classroom (FC)
- Students study instructional material before class and apply learning during class.
- Student teachers (STs)
- Pre-service teachers in a teacher education program.
- EFL teacher education
- Preparation of teachers of English as a foreign language.
- Exit tickets
- Brief end-of-session feedback forms collecting immediate reactions.
- Explanatory sequential design
- Quantitative data first, then qualitative data to explain findings.
- Professional digital competence
- Teachers’ capability to use digital tools effectively in teaching.
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What is a flipped classroom in this study?
Common questions
Who participated?
Second-year EFL student teachers; 34 surveyed and 19 in focus groups.
What advantages were most common?
More efficient class time and better/more effective learning.
Do they want more FC courses?
Many agreed they would like another FC-designed course.
Will they all adopt FC in schools?
Not necessarily—interest in adopting FC with young pupils was more limited.
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