O n f e r e n c e

US 
1 
LS 
2 
NS 
3 
S 
4 
VS 
5 
Mean 
Constructive feedback from lecturer. 
0 
0
 
5
 
16
 
9
 
4.13
 
Constructive 
feedback 
from 
course 
mates. 
0
 
1
 
11
 
15
 
3
 
3.67
 
Positive feedback from lecturer. 
0
 
0
 
3
 
19
 
8
 
4.17
 
Positive feedback from course mates. 
1
 
0
 
8
 
17
 
4
 
3.77
 
Immediate feedback from lecturer. 
0
 
0
 
3
 
16
 
11
 
4.27
 
Immediate feedback from course mates. 0
 
0
 
11
 
15
 
4
 
3.77
 
Table 3: The feedback aspect in the flipped classroom 
Generally the sequence and aspects embedded to support learning of content knowledge, 
cognitive skills and reflection seemed to be feasible though there are certain aspects 
which can be reworked to provide quality, effective and efficient scaffolding to allow 
learners to articulate and explore their learning experience.
RQ2: How does reflection//application support pre-service TESL teachers 
learning higher order thinking skills during construction of digital learning 
language materials? 
The content of the journal logs were categorically analyzed in an attempt to understand 
how reflection//application supported pre-service TESL teachers towards learning higher 
order thinking skills during construction of digital learning language materials. Analysis 
yielded four categories as shown in Table 4 below: 
Table 4: Qualitative Data: Coded Categories 
Categories 
Frequency 
1 
Creating awareness 
28 
2 
Creating understanding 
25 
3 
Learning from errors 
15 
4 
Individualized learning pace 
6 
Total 
74 
The four categories are (1) creating awareness, which concerns with the realization of 
strategies to learning higher order thinking skills through different tasks, (2) creating 
understanding, which relates to learners , (3) learning from errors, which arises as a 
result of revisiting the problems and finding workable solutions for the tasks leading to 
consolidation of learning said skills, and (4) individualized learning pace, which pertains 
to learners establishing the skills based upon their learning capacity. These categories 
recorded a frequency of 74 counts in total.
Allowing learners to reflect upon the learning process, apply their reflection and reflect 
once more upon the learning process create opportunities to revisit and consolidate their 
learning as learners can identify and sharpen their weakness. By providing an avenue, 
specifically using a blended learning environment, for learners to explore and scrutinize 
reworked knowledge and skills can encourage learners to treat knowledge and skills gap 
as merit instead of failing.

---

-188- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
I realised reflecting on the tasks helps me remember what I have learnt 
better. Not to mention, reflection allowed me to know what I have 
previously completed, it also allowed me to recognised which area should 
be improved for my future tasks, which is the producing our DLLM. In 
reflection, I was also able to see how I learn and how much I need to 
strive in becoming an effective teacher, especially in language teaching. 
(S01) 
 
Life is full of testing and trials. Implementing that knowledge is not that 
easy but it is not impossible. When I failed in doing something, I knew 
that something 
is wrong and I tried to fix it …I think it was a balance 
between knowledge and reflection that were implemented in designing the 
DLLM. Our current knowledge of language added with our past 
experiences in schools have the DLLM designed this way. (S03)