This descriptive classroom-based study involved a group of 25 pre-service teacher participants from the Master’s program in Teaching English as a Foreign and Second Language (TEFL) at the Complutense University in Madrid (UCM), Spain. The participants were approached in their threefold facet as graduate students, classroom active debate leaders, and prospective teachers. We aimed to explore what they perceived to be the benefits and drawbacks of using multimodal learning objects (LO) as learners, active classroom debate leaders and pre-service teachers of English in contexts of inverted classroom instruction. The results showed that LO were perceived as an excellent tool in inverted settings of instruction as they enabled a shift in the classroom dynamics towards a learner-centred approach. No significant differences were found among the views of students, debate leaders, and pre-service teachers. However, pre-service teachers expressed concerns about implementing LO. This suggests that more importance should be given to support their use in the English classroom.

这项基于课堂的描述性研究涉及一组来自西班牙马德里Complutense大学（UCM）的英语作为外语和第二语言教学硕士课程的25名职前教师参与者。与会者以研究生，教室积极辩论负责人和准教师的三个方面与他们接触。我们的目的是探讨在倒置课堂教学的背景下，使用多模式学习对象（LO）作为学习者，活跃的课堂辩论负责人和英语的岗前老师，他们认为有什么利弊。结果表明，LO被认为是反向教学环境中的优秀工具，因为它们使课堂动力转向以学习者为中心的方法。在学生，辩论负责人和职前教师的观点之间没有发现显着差异。但是，职前教师对实施LO表示担忧。这表明应该更加重视在英语课堂中支持它们的使用。