In Flipped classroom, the sequence of the learning process is inverted. The activity that is traditionally conducted in classroom is done at home; while the activity that is traditionally completed at home, is done in class. This qualitative research aimed at introducing how the implementation of flipped classroom into an English language class affected the learning experience of pre-service English teachers based on Self-Determination Theory framework. In this study, a flipped classroom was implemented on Classroom Management course. A total of 28 prospective English teachers learned the material from e-book and articles, watched videos, and read their friends' power point presentation online at home. In-class time was devoted to the presentation of the group in charge, question and answer session, discussion, role play, problem-solving, or project accomplishment. The participants of the study were given open-ended questions to gain insight into their responses of flipped classroom implementation. Through content analysis, finding showed that there were four themes emerged which were in line with Self-Determination Theory framework. Pre-service English teachers responded positively to the three basic psychological needs namely competence, autonomy and relatedness during the flipped classroom. The implication to English language teaching is also discussed in this study. © 2020 IOP Publishing Ltd. All rights reserved.
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