Supporting Diverse Learners in Flipped Classrooms: Prior Knowledge and Engagement for Pre-service EFL Teachers

Ika Wahyuni Lestari

doi:10.17275/per.25.34.12.3

EN

Supporting Diverse Learners in Flipped Classrooms: Prior Knowledge and Engagement for Pre-service EFL Teachers

Abstract

This study explores the perceptions of pre-service EFL teachers regarding the flipped classroom model, focusing on its influence on their motivation and engagement and examining the role of prior pedagogical knowledge in their adaptation to the instructional approach. Employing a qualitative phenomenological design, data were collected from nine pre-service EFL teachers at an Indonesian teacher training institution through individual interviews and focus group discussions. The findings revealed that the flipped classroom model enhanced students’ motivation and engagement by fostering autonomy, active participation, and practical relevance. However, students with limited pedagogical experience initially struggled with the self-directed nature of pre-class preparation, while those with prior pedagogical knowledge adapted more readily, leveraging the model to bridge theory and practice. Peer-led teaching demonstrations and feedback sessions emerged as essential scaffolds, particularly for students lacking prior pedagogical experience, as they facilitated collaborative learning and skill acquisition. The study highlights the importance of scaffolding and structured pre-class activities to support diverse learner needs in flipped classroom settings. Implications suggest that teacher education programs can enhance pre-service teacher training by adopting the flipped classroom model, with adjustments to accommodate students' varying levels of experience. Future research could explore the long-term impact of flipped classrooms on teaching efficacy and examine specific scaffolding strategies to optimize adaptation for novice learners.

Keywords

flipped classroom, motivation, pre-service EFL teachers, prior pedagogical knowledge, teacher education

Supporting Institution

Universitas Muhammadiyah Yogyakarta

Ethical Statement

Ethical research conduct has been met through voluntary basis of participation and anonymity of the participants.

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Details

Primary Language

English

Subjects

Program Development and Qualifications in Higher Education

Journal Section

Research Article

Authors

Ika Wahyuni Lestari ^*
0000-0002-0067-4035
Indonesia

Early Pub Date

May 7, 2025

Publication Date

May 1, 2025

Submission Date

November 15, 2024

Acceptance Date

March 6, 2025

Published in Issue

Year 2025 Volume: 12 Number: 3

DOI

https://doi.org/10.17275/per.25.34.12.3

IZ

https://izlik.org/JA29FJ66GD

APA

Lestari, I. W. (2025). Supporting Diverse Learners in Flipped Classrooms: Prior Knowledge and Engagement for Pre-service EFL Teachers. Participatory Educational Research, 12(3), 72-87. https://doi.org/10.17275/per.25.34.12.3

AMA

1.Lestari IW. Supporting Diverse Learners in Flipped Classrooms: Prior Knowledge and Engagement for Pre-service EFL Teachers. PER. 2025;12(3):72-87. doi:10.17275/per.25.34.12.3

Chicago

Lestari, Ika Wahyuni. 2025. “Supporting Diverse Learners in Flipped Classrooms: Prior Knowledge and Engagement for Pre-Service EFL Teachers”. Participatory Educational Research 12 (3): 72-87. https://doi.org/10.17275/per.25.34.12.3.

EndNote

Lestari IW (May 1, 2025) Supporting Diverse Learners in Flipped Classrooms: Prior Knowledge and Engagement for Pre-service EFL Teachers. Participatory Educational Research 12 3 72–87.

IEEE

[1]I. W. Lestari, “Supporting Diverse Learners in Flipped Classrooms: Prior Knowledge and Engagement for Pre-service EFL Teachers”, PER, vol. 12, no. 3, pp. 72–87, May 2025, doi: 10.17275/per.25.34.12.3.

ISNAD

Lestari, Ika Wahyuni. “Supporting Diverse Learners in Flipped Classrooms: Prior Knowledge and Engagement for Pre-Service EFL Teachers”. Participatory Educational Research 12/3 (May 1, 2025): 72-87. https://doi.org/10.17275/per.25.34.12.3.

JAMA

1.Lestari IW. Supporting Diverse Learners in Flipped Classrooms: Prior Knowledge and Engagement for Pre-service EFL Teachers. PER. 2025;12:72–87.

MLA

Lestari, Ika Wahyuni. “Supporting Diverse Learners in Flipped Classrooms: Prior Knowledge and Engagement for Pre-Service EFL Teachers”. Participatory Educational Research, vol. 12, no. 3, May 2025, pp. 72-87, doi:10.17275/per.25.34.12.3.

Vancouver

1.Ika Wahyuni Lestari. Supporting Diverse Learners in Flipped Classrooms: Prior Knowledge and Engagement for Pre-service EFL Teachers. PER. 2025 May 1;12(3):72-87. doi:10.17275/per.25.34.12.3

27707

Creative Commons Atıf 4.0 International Lisance

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Supporting Diverse Learners in Flipped Classrooms: Prior Knowledge and Engagement for Pre-service EFL Teachers

Abstract

Keywords

Abstract

Supporting Institution

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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