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)
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