EFL teacher candidates’ engagement in mobile-assisted flipped classroom

Abstract

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.