Pre-Service Teachers' Task Engagement in Flipped Chinese Language and Culture Learning

The flipped classroom approach is becoming increasingly popular in higher education as a substitute for more conventional teaching methods. This study examines pre-service teachers' task engagement Chinese language and culture learning by employing three facilitators theoretical framework. In this study, 50 American undergraduate teachers who were enrolled an ESL methods course learned online outside of class then engaged practice collaborative under the guidance instructor. Surveys, follow-up interviews, focus groups, student documents analyzed to explore how perceived their tasks reasons perceptions. main findings reveal that students are positively when match abilities, offer opportunities set goals, provide instant feedback, have clear instructions, directions. results also indicate fixed format, clearly defined with step-by-step effective assessment essential engaging learning. Conclusion implications generated instructional design foreign languages. Finally, limitations future studies discussed.