Korean Preservice Teachers’ Perspectives on Flipped Learning in the EFL Context

Abstract

This study investigated preservice teachers’ perspectives on flipped learning approaches in the EFL context in Korea. Fifteen preservice teachers agreed to participate in this study. Major data sources were focus group and interviews. These sources were audio-recorded and transcribed verbatim. Then, the transcripts were interpreted and analyzed through thematic analysis to explore individuals’ thoughts and opinions in depth. Findings revealed that the participants had positive thoughts and attitudes toward flipped learning. They thought that flipped learning increased their autonomy and self-regulation. The participants also addressed several benefits and shortcomings of flipped learning. Implications of research and pedagogy are discussed in the final section of this study.