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All Journal Proceedings of ISELT FBS Universitas Negeri Padang Studies in English Language and Education
Azianura Hani Shaari
Universiti Kebangsaan Malaysia
Education Languange, Linguistic, Communication & Media

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BUILDING COMMUNICATION SKILLS THROUGH FLIPPED CLASSROOM Farina Nozakiah Tazijan; Sakina Sofia Baharom; Azianura Hani Shaari
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (565.961 KB)

Abstract

Flipped or inverted classroom has become a trend and a popular method of teaching and learning in educational practice. However, not many studies have been done in the practice of teaching English as a Second Language (ESL) in Malaysia. This paper discusses the use of flipped learning as a method to teach communication skills among a group of ESL learners in one higher learning institution. The study generally aims to analyse the effectiveness of flipped classroom method in enhancing students’ communication skills and abilities. The sample of respondents comprised of 75 ESL learners who were selected to undergo a five-week flipped communicative language program, which was designed to promote active learning and greater classroom engagement among its learners. Findings indicate a positive relationship between flipped teaching and active learning, thus improved learners’ verbal communication skills in certain ways.
Investigating the impact of flipped classroom on dual language learners' perceptions and grammatical performance Nurliana Dalila Shaari; Azianura Hani Shaari; Mohammad Ridhuan Abdullah
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (636.596 KB) | DOI: 10.24815/siele.v8i2.18872

Abstract

Flipped classroom model has received massive attention from many researchers due to its innovative instructional strategy that offers a new perspective to the traditional classroom. However, not many studies have focused on dual language learners (DLL) who face challenges in grasping second language skills and knowledge, due to the multiple linguistic systems that they have to manage. By marrying communicative language teaching (CLT) approach with flipped technique, the present study, therefore, aims to explore dual language learners’ perception towards flipped classroom model in learning English tenses as well as their learning progress using the method. The lessons were conducted using set of culturalised interactive materials. A number of 133 intermediate learners (age 18 to 25) from a vocational college in Malaysia were selected as the research participants and data were collected using one-group pre-test–post-test design, questionnaire and interview. Pre-test and post-test grammar questions were given before and after a six-week intervention program to identify the effectiveness of the materials and instruction. The findings indicated significant differences between the mean scores of the pre-test and post-test. The results also revealed learners’ positive responses and improvement in English grammar through flipped classroom and culturalised interactive materials. This research has suggested some significant impacts of flipped classroom practices using familiar objects and culturalised learning materials. Apart from acknowledging the advantages of flipped classroom model in learning English grammar, the present study also proposes some additional strategies to achieve an effective flipped classroom lesson for dual language learners in Malaysia.
Investigating the impact of flipped classroom on dual language learners' perceptions and grammatical performance Nurliana Dalila Shaari; Azianura Hani Shaari; Mohammad Ridhuan Abdullah
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.18872

Abstract

Flipped classroom model has received massive attention from many researchers due to its innovative instructional strategy that offers a new perspective to the traditional classroom. However, not many studies have focused on dual language learners (DLL) who face challenges in grasping second language skills and knowledge, due to the multiple linguistic systems that they have to manage. By marrying communicative language teaching (CLT) approach with flipped technique, the present study, therefore, aims to explore dual language learners’ perception towards flipped classroom model in learning English tenses as well as their learning progress using the method. The lessons were conducted using set of culturalised interactive materials. A number of 133 intermediate learners (age 18 to 25) from a vocational college in Malaysia were selected as the research participants and data were collected using one-group pre-test–post-test design, questionnaire and interview. Pre-test and post-test grammar questions were given before and after a six-week intervention program to identify the effectiveness of the materials and instruction. The findings indicated significant differences between the mean scores of the pre-test and post-test. The results also revealed learners’ positive responses and improvement in English grammar through flipped classroom and culturalised interactive materials. This research has suggested some significant impacts of flipped classroom practices using familiar objects and culturalised learning materials. Apart from acknowledging the advantages of flipped classroom model in learning English grammar, the present study also proposes some additional strategies to achieve an effective flipped classroom lesson for dual language learners in Malaysia.
Co-Authors Farina Nozakiah Tazijan Mohammad Ridhuan Abdullah Nurliana Dalila Shaari Sakina Sofia Baharom