Teacher practice
EFL student teachers on flipped classrooms
Open access · cc by · source: Europe PMC
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.
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
Structured fields used in claim comparison tables when every cited study has a complete layer.
Key findings
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.
Methodology
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.
Limitations
Perceptions in one teacher-education course do not measure K–12 pupil learning gains from FC, and small-n survey estimates are imprecise.
How this study connects
Role on claims
Each row is a claim on a concept or method page where this paper supports, challenges, or qualifies the statement. Roles are hand-checked — not a model guess.
Second-year EFL student teachers in one flipped required course completed surveys (n = 34) and focus groups (n = 19), plus exit tickets. 91.18% said flipped classroom used class time more efficiently; 85.29% said they learned better. Qualitative talk highlighted pre-class video and in-class discussion, with caution about using flipped classroom with younger learners. Perceptions in one teacher-education course do not measure K–12 pupil gains.
Evidence for the claim as stated.
A survey percentage and a focus-group identity theme are different warrants. Flipped-course student teachers supply 91.18% / 85.29% approval with 19 discussants elaborating videos and discussion. EMBARC’s 43 students across uneven yearly n describe cultural validation, not a satisfaction rate. Student-voice work uses 1,152 survey respondents to show that 'voice' often stops at feedback rather than shared curriculum decisions — a cooler finding than flipped-course enthusiasm. Group talk does not automatically agree with the questionnaire sitting next to it.
Evidence for the claim as stated.
Open questions
Tensions this paper is part of
From concept pages' “where studies disagree.” Disagreement means the same question; scope means different assays, populations, or outcomes.
A survey percentage and a focus-group identity theme are different warrants. Flipped-course student teachers supply 91.18% / 85.29% approval with 19 discussants elaborating videos and discussion. EMBARC’s 43 students across uneven yearly n describe cultural validation, not a satisfaction rate. Student-voice work uses 1,152 survey respondents to show that 'voice' often stops at feedback rather than shared curriculum decisions — a cooler finding than flipped-course enthusiasm. Group talk does not automatically agree with the questionnaire sitting next to it.
Related papers in this topic
Same topic cluster — not a recommendation engine.