O n f e r e n c e

Conclusion 
This study sets out to investigate three main issues (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; and (iii) to 
describe the challenges encountered during designing, conducting and reporting this 
study.
In the matter of (i) the findings to a large extent seemed to corroborate the positives 
posited by Singh (2010) that blended learning provides greater opportunities to 
comprehend and extent the knowledge presented to a large extent, and Abraham’s 
(2007) study about blended learning benefiting pre-service teachers with more control 

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over learning and fostering critical thinking. As for the case of (ii), the reflection-
application-reflection process help create the desired awareness for optimal learning 
experience for the learners. However, evidence in (iii), highlighted that the reflection 
process could pose as deteriment as it reinforces the notion of expert is right as Dymoke 
& Harrison (2008) noted pre-service teachers often faced difficulty linking teaching, 
learning theories and practice which deters true reflection from taking place.
In conclusion, this study, although limiting in its scope and coverage, has shown the 
importance of reflection-application-reflection towards aiding learners acquiring higher 
order thinking skills though the instructional framework required tweaks and designing a 
slightly concise yet effective tasks.