O n f e r e n c e

US 
1 
LS 
2 
NS 
3 
S 
4 
VS 
5 
Mean 
Watch 
video 
(begins 
with 
situational 
question) -> checkpoints in video (i.e. 
activities) + read journal article -> discussion 
in classroom with lecturer and course mates -
> tutorial tasks -> presentation of tutorial 
tasks -> reflection -> rework of tasks -> 
reflection 
0 
0 
2 
16 
12 
4.33 
Table 1: The overall learning sequence
The efficacy of the sequence and elements can be seen in the positive endorsements 
from the learners, particularly the aspect of discussions incorporated in the flipped 
classroom learning approach (see Table. 2) indicate that the learners strongly endorsed 
discussion in helping them to learn. 
US 
1 
LS 
2 
NS 
3 
S 
4 
VS 
5 
Mean 
2 hour length of discussion with lecturer 
1 
0
 
5
 
19
 
5
 
3.90
 
1 hour group discussion with course 
mates 
0
 
2
 
9
 
15
 
4
 
3.70
 
discussing activities embedded in the video
during lecture and tutorial time 
0
 
0
 
1
 
23
 
6
 
4.17
 
able to ask for clarifications from the 
lecturer during discussion 
0
 
0
 
2
 
16
 
12
 
4.33
 
Table 2: The aspect of discussion in the flipped classroom learning 

---

-187- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Based on Table 3, the aspect of feedback built into the flipped learning approach strongly 
helped in three areas (mean of > 4.0); firstly in the form of constructive feedback 
provided by the course lecturer, secondly in the form of positive formative feedback 
provided by the lecturer, and thirdly in form of immediate feedback from the lecturer. 
Thus it appears the pre-service teachers appreciated feedback from their lecturer, 
especially if the feedbacks provided are constructive, positive, and immediate.