58 Thai pre-service teachers chose their own resources and wrote handwritten notes in a six-week flipped writing course: most endorsed preparation and writing readiness, yet 73% struggled with vocabulary and grammar, 66% with judging multiple sources, and 53% with GenAI dependence
In a six-week flipped EFL writing course, 58 second-year student teachers at a Thai university independently selected resources such as textbooks, websites, educational videos, and GenAI tools and synthesized their learning through handwritten notebook summaries; questionnaire responses showed generally positive perceptions of learning preparation, information management, learning responsibility, and writing readiness, while focus group discussions with 30 students revealed four interconnected constraints—limited linguistic and background knowledge, uncertainty without immediate teacher guidance, difficulty evaluating and synthesizing multiple resources, and challenges in negotiating GenAI use—which students navigated through increased effort, planning and self-regulation, use of multiple