DEVELOPING PRE-SERVICE TEACHERS' DISCOURSE COMPETENCE THROUGH FLIPPED LEARNING TECHNOLOGY IN EFL CLASSES

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.