O n f e r e n c e

Participants and Settings 
The participants for this preliminary study were 30 second year TESL pre-service 
teachers in a Malaysian public university situated in North Borneo. The audited course 
was Materials Development for the duration of 15 weeks. Each week, the learners 
engaged in a 2-hour lecture session with a subsequent 2-hour tutorial session to further 
reinforce learning.

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Data Collection
Data was collected using (i) weekly reflection posts by learners through blogging, (ii) 
final reflection log submitted as part of the evaluation procedure, (iii) online 
questionnaire and (iv) short hand comments of lecturer’s observation and informal 
discussion with learners. Data for weekly reflection entry and reflection log are analyzed 
for emerging patterns according to how learnt knowledge and tutorial work can inform 
and act as guide towards learning higher order thinking skills through the process of 
creating digital language learning material. Data from the questionnaire are analyzed 
according to the significance of tasks sequencing based on the adapted flipped learning 
classroom model to help learners learn and reflect on the process of learning higher order 
thinking skills. Lastly, data from lecturer’s observation and informal discussion are 
analyzed for emerging patterns pertaining to challenges encountered during designing, 
conducting and reporting this study. 
Findings and Discussion 
RQ1: How do pre-service TESL teachers perceive reflection//application process 
during flipped classroom learning? 
Based on the 23-item questionnaire that focuses on eliciting perceptions about 
reflection//application process during the flipped learning environment and what helped 
them to learn and practice higher order thinking skills better, findings revealed that a 
vast majority of the pre-service teachers had positive perceptions of the sequence of 
tasks and elements to strenghten learning and practise of higher order thinking skills 
through reflection and application during flipped classroom learning. The learning 
sequence based on the cognitive apprenticeship framework and integrated with the 
flipped classroom learning approach shows that the learners strongly felt that the 
instructional sequence adopted to be sitable (mean of 4.33).