DEVELOPING PRE-SERVICE TEACHERS' DISCOURSE COMPETENCE THROUGH FLIPPED LEARNING TECHNOLOGY IN EFL CLASSES
Keywords:
Flipped learning, discourse competence, pre-service teachers, EFL, active learning, communicative competenceAbstract
This study explores the potential of flipped learning technology in enhancing pre-service teachers' discourse competence in English as a Foreign Language (EFL) classes. Flipped learning, which reverses traditional classroom dynamics by introducing instructional content outside the classroom and utilizing class time for active learning, has gained recognition as a tool for improving linguistic proficiency and communication skills. This article investigates how flipped learning can foster pre-service teachers' ability to engage in discourse, communicate effectively, and adapt to real-world teaching scenarios. Data was gathered through a mixed-methods approach from teacher training programs where flipped learning has been integrated.
References
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