Supporting Diverse Learners in Flipped Classrooms: Prior Knowledge and Engagement for Pre-service EFL Teachers

This study explores the perceptions of pre-service EFL teachers regarding the flipped classroom model, focusing on its influence on their motivation and engagement and examining the role of prior pedagogical knowledge in their adaptation to the instructional approach. Employing a qualitative phenomenological design, data were collected from nine pre-service EFL teachers at an Indonesian teacher training institution through individual interviews and focus group discussions. The findings revealed that the flipped classroom model enhanced students’ motivation and engagement by fostering autonomy, active participation, and practical relevance. However, students with limited pedagogical experience initially struggled with the self-directed nature of pre-class preparation, while those with prior pedagogical knowledge adapted more readily, leveraging the model to bridge theory and practice. Peer-led teaching demonstrations and feedback sessions emerged as essential scaffolds, particularly for students lacking prior pedagogical experience, as they facilitated collaborative learning and skill acquisition. The study highlights the importance of scaffolding and structured pre-class activities to support diverse learner needs in flipped classroom settings. Implications suggest that teacher education programs can enhance pre-service teacher training by adopting the flipped classroom model, with adjustments to accommodate students' varying levels of experience. Future research could explore the long-term impact of flipped classrooms on teaching efficacy and examine specific scaffolding strategies to optimize adaptation for novice learners.