Fostering Autonomous Reading in ELT Instructional Design: A Documentary Fieldwork on Flipped Classroom Artifacts
DOI:
https://doi.org/10.35445/alishlah.v18i4.10243Keywords:
flipped classroom, reading autonomy, instructional design, guided inquiry, EFL pre-service teachersAbstract
Employing a qualitative documentary fieldwork design, the study examined instructional artifacts produced by EFL pre-service teachers at Nusa Cendana University, Indonesia. Data comprised guided inquiry assignments, student-generated summaries, and final reflective narratives collected throughout the course. Thematic analysis was conducted to identify patterns of cognitive engagement, independent reading practices, and students’ perceptions of learning autonomy. The findings revealed three interconnected themes: a progression from descriptive reading responses to analytical and contextualized synthesis, increased engagement with theoretical materials through authentic instructional problems, and the development of professional identity as autonomous learners. Students’ artifacts demonstrated greater integration of instructional design theories, including ADDIE and Backward Design, into practical pedagogical solutions. Reflective narratives further indicated increased confidence, perceived responsibility, and motivation for independent reading. These findings suggest that flipped classroom instruction supported by structured guided inquiry may foster reading autonomy by connecting theoretical engagement with meaningful professional tasks. The study highlights the importance of pedagogical scaffolding and problem-oriented learning in preparing reflective and self-directed EFL teachers.
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