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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.
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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), 2933 – 2942.
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