Investigating the impact of flipped classroom on dual language learners' perceptions and grammatical performance

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.

Flipped classroom strategy and Saudi secondary students' grammar proficiency

“…Al-Naabi (2020) studied 28 Omani university students and found that FC did help to improve their grammatical comprehension and usage. Shaari et al (2021) also found that FC was effective in improving students' grammar skills. This suggests that the impact of FC on grammar proficiency is complex and depends on a variety of factors, such as the context in which it is implemented, the pedagogical strategies used, and the individual students involved.…”

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“…Además, en las evaluaciones finales (a largo plazo) el impacto solo se mantenía en los estudiantes con expedientes por encima de la media. El AI también demuestra que mejora la comprensión de los contenidos en 5 estudios (El Sadik & Abdulmonem, 2021;Khan et al, 2022;Maheshwari & Seth, 2019;Shaari et al, 2021;Webb & Doman, 2016). Respecto a la perdurabilidad de los resultados obtenidos, los autores de 2 estudios (Craft & Linask, 2020;Wozny et al, 2018) observan que el AI tiene un efecto en la obtención de mejores resultados a medio plazo, pero no a largo plazo, mientras que 1 estudio (Webb & Doman, 2016) demuestra que los resultados solo se mantienen a largo plazo en el grupo control.…”

Penerapan flipped classroom dalam pembelajaran tata bahasa: Sebuah tinjauan pustaka tematik

“…Sementara itu, pengajar bergerak untuk memfasilitasi pembelajar dengan cara lain. Inovasi utama di balik model flipped classroom yaitu blended learning yang dapat mengurangi tugas pengajar mentransfer pengetahuan langsung ke tangan pembelajar agar mereka dapat mengendalikan diri (Shaari et al, 2021). Philippines & Tan, (2020) juga menjelaskan dalam penelitiannya, bahwa penerapan flipped classroom membuat pembelajaran tata bahasa menjadi lebih mudah, pembelajaran dapat dilakukan berkali-kali, atau dapat memberhentikan video pembelajaran pada bagian mana yang membuat mereka merasa kesulitan.…”

“…Dengan flipped classroom, pembelajar mempelajari materi pembelajaran dengan menonton video di rumah, membuat rangkuman, mencatat poin-poin penting, membuat pertanyaan, berdiskusi dengan teman-temannya secara daring, atau membaca sumber yang dibutuhkan. Pembelajar dapat menonton video materi di mana pun dan kapan pun karena videonya dapat diakses melalui perangkat seluler (Heryana et al, 2022;Shaari et al, 2021;Yanto et al, 2020). Berbagai kemudahan telah dirasakan oleh banyak pembelajar tentang bagaimana flipped classroom bekerja layaknya ada pada genggaman pembelajar, sehingga dapat mengontrol bagaimana penyerapan informasi bekerja sesuai dengan kemampuan para pembelajar.…”

“…Akan tetapi, penyampaian materi secara langsung ternyata lebih diminati oleh beberapa pembelajar, karena pembelajar di kelas bahasa asing kurang tertarik untuk mendapatkan penjelasan materi dari video. Hal itu disebab kan oleh minimnya antusias para pembelajar terhadap penerapan flipped classroom yang mengharuskan mereka untuk mengerjakan berbagai tugas sebelum kelas tatap muka berlangsung (Liseth & Monica, 2021;Shaari et al, 2021).…”