What do Malaysian ESL Teachers Think About Flipped Classroom?

Abstract

Student-centred teaching and learning methods are favoured for promoting active and collaborative learning. In the flipped classroom approach, student-centred teaching and learning are the focus in the learning process. The approach has been gaining attention from educators at all levels worldwide. The present study was aimed at exploring Malaysian primary ESL (English as a Second Language) teachers’ perceptions of the implementation of flipped classroom. The study used the mixed method design, a Likert-scale questionnaire and an open-ended question. This research employed a whole population sample, which consisted of primary ESL teachers in a rural area in Malaysia. The findings showed that the teachers have positive perceptions of the flipped classroom approach as well as some concerns regarding its implementation, such as the availability of ICT (information and communications technology) gadgets and Internet connection in rural areas. Teachers’ perceptions of flipped classrooms can be used to make suggestions or give ideas to the authorities for improving the infrastructure in rural areas to help teachers and students. It is recommended that future studies be carried out with a larger and more diverse population to gather a more detailed picture of Malaysian teachers’ perceptions of the flipped classroom approach.

Indonesian EFL Teachers’ Perceptions on Flipped Classroom Approach in Modern Classroom Contexts

“…While the assimilation learning processes occurred in flipped classroom dynamics requested the learners to formulate various critical inquiries and explain the complex learning conceptions clearly to other learning community members. Kiang and Yunus (2021) contended that a high-quality flipped classroom approach should comprise analytical, critical, reasoning, and self-reliant skills unless the ongoing second language learning processes will be debilitating for all learning community members.…”

“…This rewarding learning benefit is more likely to happen since learners have long-term independent learning periods where they can understand those posted learning materials to have more mutual discussions with their learning counterparts and teachers. Kiang and Yunus (2021) unveiled that many EFL learners not only become more knowledgeable but also well-prepared with the supervision of flipped classroom learning approach as they have fully comprehended the particular subject-specific matters assigned by their teachers to be further discussed in the physical learning circumstances. McNally et al (2017) suggested that EFL teachers willing to incorporate this student-centered learning approach in their classroom vicinities should keep four fundamental principles in mind.…”

Teachers’ Experiences in Flipped Classroom in South-East Asian Countries: A Meta-Synthesis

“…Teachers were worried about how all students will be able to have the required handson experience with the tool that would be used in the flipped classroom (Kiang & Yunus, 2021), and they were especially concerned about children who do not have access to computers at home. The teachers were concerned about the irregularity of the internet connection (Ramadhanty & Puspitaloka, 2020), the exorbitantly expensive cost of the necessary equipment (Magaña et al, 2022), and the significant time investment needed to painstakingly prepare the lectures (Fulgueras & Bautista, 2020).…”

The Implementation of Flipped Classroom in Improving Students' Writing Skills at The University of Brawijaya

“…In contrast, Flipped classroom model, students watch video lectures at home, learn other materials, and then actively participate in during classroom (Kiang & Yunus, 2021). Different from conventional lecturing that only focuses on a single source of the textbook, in this learning, the knowledge, skills, attitudes, and the material source are gathered from many sources available online (self-learning materials).…”