EFL Preservice Teachers’ Online Flipped Task Design and Universal Design for Learning: Towards a More Engaging and Inclusive Learning Environment

Kaçar I. G.

20th INGED International ELT Conference, Bolu, Turkey, 5 - 06 November 2021

  • Publication Type: Conference Paper / Unpublished
  • City: Bolu
  • Country: Turkey
  • Middle East Technical University Affiliated: Yes


Online flipped learning is an innovative pedagogical approach prioritizing an active, dynamic and interactive learning environment for creative learner engagement. The extant literature on flipped classrooms mostly focuses on the impact of flipped learning on student achievement and teachers’ and students’ attitudes towards flipped learning in the tertiary context. However, the flipped task design and the benefits and challenges associated with it have been underexplored. Similar to the flipped learning approach, the Universal Design for Learning (UDL) Framework enables teachers to design instructional environments to effectively address diversity in education through differentiation. In fact, the relationship between UDL and flipped learning is underexplored. This qualitative case study aimed to investigate the Turkish English as a Foreign Language (EFL) preservice teachers’ online flipped task design process, the impact of their flipped task design on lesson planning and implementation as well as the challenges in task design at different stages of online flipped instruction. It also explored the contribution of their online flipped task design engagement to their pedagogical and digital competence as well as the alignment between the flipped tasks and the UDL principles. Four EFL preservice teachers in a practicum course who were involved in an Erasmus+ project Flipped Impact participated in the project. They were engaged in designing and implementing flipped grammar lessons for eight graders at a private middle school for 12 weeks. The data were collected via teacher logs, flipped lesson plans, reflective journals and semi-structured interviews and analyzed via content analysis. The findings suggested that despite some pedagogical challenges regarding the online flipped task design, the preservice teachers indicated a boost in their self-efficacy, agency and autonomy as well as enhanced digital competence, and a considerable alignment between flipped tasks and UDL principles, which was conducive to learner engagement, differentiation, and inclusive classroom practices.