English adjective was ranked as one of the most grammatical errors committed by Malaysian Chinese ESL learners due to the different language structures between Mandarin and English. This study attempted to investigate whether Flipped Classroom Approach (FCA) is more effective for ESL learners to acquire adjectives compared to the traditional classroom approach. It was also designed to examine Malaysian Year 4 Chinese intermediate ESL learners’ perceptions towards learning adjectives via FCA. This research adopted Pre-test–Post-test Non-equivalent Group Design which used several instruments, namely pre- and post-tests, questionnaire and semi-structured interviews. 60 Malaysian Year 4 Chinese intermediate ESL learners from a national-type Chinese school were divided into experimental and control groups. This intervention focused on the experimental group using ‘Edmodo’ to acquire input before the lesson, while the control group followed the traditional classroom approach. Both experimental and control groups had a statistically significant improvement in scores, with a mean difference of 53.16 and 23.50 respectively, yet the t-test result (p=0.000) depicted the significant difference between both groups’ mastery of adjectives. Moreover, most of the participants have positive perceptions towards learning adjectives via FCA. This study has provided the findings and relevant information for the stakeholders on the implementation of FCA in the Malaysian primary ESL classroom. This research can be further improved by exploring the effects of FCA in other parts of speech to ESL learners with different races, level of ability and competence in a longer duration of implementation.
Mohamed, A. R., Goh, L. L., & Eliza, W. R. (2004). English errors and Chinese learners. Sunway College Journal, 1, 83-97.
Hanjani, A. M.,& Li, L. (2017). Cooperative learning pedagogy: A response to an urgent need in the Iranian EFL reading comprehension context. Journal of Teaching Language Skills, 36(3), 33-58.
Azlina, A. R., Mohamed, H., Aris, B., & Said, N. M. (2015). The influences of flipped classroom: A meta analysis. Paper presented at IEEE 6th International Conference on Engineering Education ICEED2014, at Kuala Lumpur, Malaysia.
Bell, M. R. (2015). An investigation of the impact of a flipped classroom instructional approach on high school students’ content knowledge and attitudes toward the learning environment. Master's thesis, Brigham Young University.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education.
Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33–44.
Butzler, K. B. (2016). The synergistic effects of self-regulation tools and the flipped classroom. Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 33(1), 11-23.
Chua, Y. P. (2016). Mastering research methods (2nd ed.). Selangor: McGraw-Hill Education (Malaysia) Sdn. Bhd.
Cotter, T. (2005). Planning a grammar lesson. Morroco: British Council.
Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Ohio: Prentice Hall.
Dove, A., & Dove, E. (2015). Examining the influence of a flipped mathematics course on pre-service elementary teachers' mathematics anxiety and achievement. Electronic Journal of Mathematics & Technology, 9(2), 166-179.
Ellis, R. (2014). Grammar teaching for language learning. Babylonia, 2(14), 10–15.
Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 14(5), 12-26.
Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS TESOL Journal, 2(98), 98-109.
Hao, Y. (2015). Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295-303.
Herreid, C. F., & Schiller, N. A. (2012). Case studies and the flipped classroom. Journal of College and Science Teaching, 42(5), 62–66.
Homma, J. E. B. (2015). Learner autonomy and practice in a flipped EFL classroom: Perception and perspectives in new digital environment. Chiba University of Commerce review, 52(2), 253-275.
Horn, M. (2013). Disrupting the classroom. The Freeman, 63(2), 6-7.
Hsieh, J. S. C., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21.
Johnson, G. B. (2013). Student perceptions of the flipped classroom. Master’s thesis, The University of British Columbia.
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice (2nd ed.). San Francisco, CA: Jossey-Bass.
McLaughlin, J. E., White, P. J., Khanova, J., & Yuriev, E. (2016). Flipped classroom implementation: A case report of two higher education institutions in the United States and Australia. Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 33(1), 24-37.
Mukherjee, T. C., & Pillai, K. V. K. (2013). Exploring the relationship between learner’s attributes and flipped classroom success in the Malaysian context. Retrieved 2022, September 20th, from
http://www1.curtin.edu.my/tl2015/tl2013/PDF/Exploring%20the%20relationship%20between%20Learner%E2%80%99s%20attributes%20and%20Flipped%20classroom%20success%20in%20the%20Malaysian%20context.pdf
Muldrow, K. (2013). A new approach to language instruction — Flipping the classroom. Retrieved 2022, October 1st, from
https://www.actfl.org/sites/default/files/pdfs/TLE_pdf/TLE_Nov13_Article.pdf
Kaur, N. (2012). Learner autonomy in second language lexical development amongst pre-Malaysian University English Test learners at Universiti Teknologi MARA. Unpublished Ph.D. thesis, Universiti Sains Malaysia.
Jalaluddin, N. H., Awal, N. M., & Abu Bakar, K. (2008). The mastery of English language among lower secondary school students in Malaysia: A linguistic analysis. European Journal of Social Sciences, 7(2), 106-119.
Omar. (2012). Using a blog to guide beginner students to use adjectives appropriately when writing descriptions in English. Journal Bogota, 14(1), 187-209.
Pang, N. K., & Yap, K. T. (2014). The flipped classroom experience. IEEE Proceedings of CSEE&T 2014, Klagenfurt, Austria, 39-43.
Pudin, C. S. J. (2017). Exploring a flipped learning approach in teaching grammar for ESL students. Indonesian Journal of English Language Teaching and Applied Linguistics, 2(1), 51-64.
Saaristo, P. (2015). Grammar is the heart of language: Grammar and its role in language learning among Finnish university students. In Jalkanen, J., Jokinen, E., & Taalas, P. (Eds.), Voices of pedagogical development – Expanding, enhancing and exploring higher education language learning (pp. 279-318). Dublin: Research-publishing.net.
Sekaran, U., & Bougie, R. (2017). Research methods for business: A skill building approach (7th ed.). United Kingdom: John, Wiley & Sons Ltd. cultures, a case study at Malaysian polytechnic. International Education Research, 2(4), 16-25.
Threlkeld, H. (2017). Flipped learning: Understanding the flipped classroom through the student experience. Master’s thesis, University of Oslo.
In-Text Citation: (Chun & Sathappan, 2022)
To Cite this Article: Chun, T. W., & Sathappan, R. (2022). Using Flipped Classroom Approach to Teach Adjectives to Malaysian Year 4 Chinese Intermediate ESL Learners. International Journal of Academic Research in Business and Social Sciences, 12(10), 2814– 2823.
Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
