Online Flipped Tasks and Universal Design for Learning: A Means to an Inclusive and Motivating EFL Learning Environment

Abstract

Online flipped learning is an innovative pedagogical approach prioritizing an active, dynamic, and interactive learning environment. The Universal Design for Learning (UDL) framework enables the instructional design to effectively address diversity through differentiation and inclusive educational practices. However, the relationship between UDL and flipped learning is underexplored. Hence, this qualitative case study investigates four English as a Foreign Language (EFL) preservice teachers’ experiences regarding the online flipped task design for the pre-class and in-class phases and their task design challenges. Additionally, the alignment between the flipped tasks designed by preservice teachers and the UDL principles was scrutinized to discover the task features. The participants were engaged in designing and implementing flipped EFL grammar lessons for eighth graders at a private middle school in Ankara for ten weeks. The data were collected via teacher logs and flipped lesson plans and were analyzed through content analysis. The findings suggested that despite some pedagogical challenges regarding the online flipped task design, the preservice teachers indicated a boost in their teacher self-efficacy, agency, and autonomy, as well as enhanced pedagogical digital competence. The study also showed a considerable alignment between flipped tasks and UDL principles, which was conducive to learner engagement, differentiation, and inclusive classroom practices.