O n f e r e n c e

Objectives of the Research 
The objectives of this study are: 
i)
to explore the perception of pre-service TESL teachers regarding reflection and 
application towards learning higher order thinking skills during the flipped 
classroom learning; 
ii)
to explore the extent of reflection//application towards helping pre-service 
TESL teachers to practice higher order thinking skills during construction of 
digital language learning materials; 
iii)
to describe the challenges encountered during designing, conducting and 
reporting this study.
Research Questions 
The research questions for this study are:
RQ1: How do pre-service TESL teachers perceive reflection//application process during 
flipped classroom learning? 
RQ2: How does reflection//application help pre-service TESL teachers learn higher order 
thinking skills during construction of digital learning language materials? 
RQ3: What are the challenges encountered during designing, conducting and reporting 
this study? 
Methodology 
Research Design 
This study was carried out over a period of 15 weeks. Learners were required to adapt 
and create digital language learning materials to supplement the activities found in the 
Form 2 English Language national coursebook. In order for the learners to create this 
product, the lecturer implemented a blended learning approach to ensure effective 
teaching and learning climate. The blended learning approach incorporates the flipped 
learning methodology for content knowledge and digital reflection-in-action for 
synthesize knowledge. Each session began with a situation question drawing on their 
experiences regarding the topic and the learner has to discuss the situation (experiential 
engagement) aided by a series of questions. Next learners will have to watch a vodcast 
of the lecture for that topic and read selected articles (not more than two) before the 
upcoming lessons (concept exploration) and answer question (or known as checkpoints) 
placed at the end of particular subtopics in the vodcast to help learners track their 
understanding. During face to face lecture session, there will be clarification, discussions 
and critical feedback between the lecturer and the learners (demonstration and 
application). Not only that, learners have to accomplish task focusing on evaluating and 
synthesizing content and shared knowledge and presenting to their coursemates. Finally, 
learners shared their diverse knowledge and reflect upon the task through blogging 
(meaning making). This process is further strengthened by asking the learners to apply 
their reflection in the following week task (reflection and application). At the end of the 
course, learners will submit a reflection on the whole learning process and answer a 
questionnaire pertaining to learning using the flipped classroom approach.