ISSN: 2226-6348
Open access
E-learning gained significant popularity and recognition in recent years due to advances in technology and the widespread availability of internet access. In line with the recommendation from the Ministry of Education Malaysia, it is crucial to emphasize the integration of information and communications technology (ICT) in education to effectively address the demands of the 21st century. Previous research has proved that the application of new teaching approaches involving technology yielded favorable outcomes. The flipped classroom is a blended learning approach combining online and offline technology-based learning to help teachers transition from traditional to active teaching methods. This article aims to systematically review current issues about the effects of flipped classrooms on students by reviewing the trend of 24 empirical studies from 2017 to 2023. The meta-analysis is conducted by collecting data from electronic databases such as Google Scholar, Freefullpdf, ResearchGate, MyCite, Scopus, Sage, and various local university journal pages. The main findings of the previous studies are presented in tables to enhance comprehension. The findings of previous studies, which were systematically analyzed through this meta-analysis, demonstrate that the use of the flipped classroom approach has a positive impact on students’ language learning.
Ali, M. M. A., Yunus, M. M., Hashim, H., Rahim, A. A. A., & Khamis, N. Y. (2019). Strategic development of flipped framework on educators and learning constructs for ESL Context: The experts’ agreement. International Journal of Academic Research in Business and Social Sciences, 9(3), 1414–1422. https://doi.org/10.6007/IJARBSS/v9-i3/5805
Baatinathan, P., Halili, S. H., & Razak, R. A. (2021). Perceptions of Tamil Language teachers of the acceptance of flip learning programs (Persepsi guru Bahasa Tamil terhadap penerimaan program pembelajaran flip). JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 9(2), 12–17. https://ejournal.um.edu.my/index.php/JUKU/article/view/29937
Baatinathan, P., Halili, S. H., & Razak, R. A. (2022). Tamil students’ acceptance of flipped classroom learning (Penerimaan murid Bahasa Tamil terhadap kaedah pembelajaran berbalik). Journal of Educational Research, 40, 14–24. https://ejournal.um.edu.my/index.php/JER/article/view/40727
Baker, J. W. (2000). The “Classroom Flip”: Using web course management tools to become the guide by the side. The 11th International Conference on College Teaching and Learning, 9–17. https://digitalcommons.cedarville.edu/media_and_applied_communications_publications/15
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. 2012 International Society for Technology in Education. www.iste.org/learn/publications/permissions-and-
Danuri, N., Dwee, C., Jamari, S., & Samad, N. (2017). Exploring student engagement in writing using the flipped classroom approach. Pertanika Journal of Social Science and Humanities, 25, 663–674.
Embi, M. A., Nordin, N. M., & Panah, E. (2014). Overview of blended learning. In M. A. Embi (Ed.), Blended & flipped learning: Case studies in Malaysian HEIs of Education Malaysia. Pusat Pengajaran & Teknologi PembelajaranUniversiti Kebangsaan Malaysia.
Emparan, A., Said, R. R., & Baki, R. (2019). Exploring the use of flipped classroom tchnique in teaching writing skills (Meneroka penggunaan teknik flipped classroom dalam pengajaran kemahiran menulis). International Journal of Education and Training (InjET), 5(1), 1–8. http://www.injet.upm.edu.my
Halili, S. H., & Ramas, S. (2018). Primary school teachers’ acceptance on the approach of flipped classroom in the Tamil language subject (Penerimaan guru sekolah rendah terhadap pendekatan kelas berbalik dalam mata pelajaran Bahasa Tamil). JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 6(3), 49–56. https://ejournal.um.edu.my/index.php/JUKU/article/view/14035
Hilmi, A., Zakaria, Z. M., & Fuad, A. F. N. (2020). The level of knowledge Arabic language teachers in implementing flipped classroom (Tahap pengetahuan guru bahasa Arab dalam melaksanakan kelas berbalik). Muallim Journal of Social Sciences and Humanities, 50–67. https://doi.org/10.33306/MJSSH/81
Idrus, N. M., & Nasri, N. M. (2021). The effectiveness of flipped classroom method in improving simple paragraph of Year 1 pupils in rural area (Keberkesanan kaedah flipped classroom terhadap kemahiran mengolah perenggan mudah dalam kalangan pelajar Tahun 1 luar bandar). Jurnal Dunia Pendidikan, 3(3), 114–122.
https://myjms.mohe.gov.my/index.php/jdpd/article/view/15134
Ishak, M. F. F., & Abu, A. G. (2018). Exploring TPACK domains of Malaysian non-option ESL teachers in an online flipped learning course through Blendspace. EduLite: Journal of English Education, Literature and Culture, 3(2), 110–124.
https://doi.org/10.30659/E.3.2.110-124
Jaswant Singh, D. K. (2018). Development of a flipped professional module for ESL primary school teachers (Doctoral dissertation). University of Malaya, Malaysia.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126–140. https://doi.org/10.1016/J.COMPEDU.2016.05.006
Masri, M. F., & Mahamod, Z. (2020). Effectiveness of flipped classroom method in improving the writing skills of primary school pupil (Keberkesanan kaedah flipped classroom dalam meningkatkan kemahiran mengolah isi karangan murid-murid sekolaha rendah). Journal of Borneo Social Transformation Studies, 6(1), 189–203. https://doi.org/10.51200/JOBSTS.V6I1.2803
Ngo, H. K., & Yunus, M. M. (2021). What do Malaysian ESL teachers think about flipped classroom? International Journal of Learning, Teaching and Educational Research, 20(3), 117–131. https://doi.org/10.26803/IJLTER.20.3.8
NSW Country Areas Program. (2010). Blended learning: “Any time, any how, many ways.” NSWDET Country Areas Program Regional Consultants. http://www.cap.nsw.edu.au/.
Osman, N., Noor, S. S. M., Hat, N. C., Rouyan, N. M., & Saad, K. N. M. (2023). Students’ reflection on flipped learning based on the Google application (Refleksi pelajar mengikuti pembelajaran berbalik berasaskan aplikasi Google). BITARA International Journal of Civilizational Studies and Human Sciences, 6(1), 60–69. https://bitarajournal.com/index.php/bitarajournal/article/view/357
Rahman, S. F. A., Yunus, M. M., & Hashim, H. (2021). Applying UTAUT in predicting ESL lecturers intention to use flipped learning. Sustainability, 13(15), 8571. https://doi.org/10.3390/SU13158571
Rahman, S. F., Yunus, M., & Hashim, H. (2019). A Technology Acceptance Model (TAM): Malaysian ESL lecturers’ attitude in adapting flipped learning (Technology Acceptance Model [TAM]: Sikap pensyarah ESL di Malaysia dalam menyesuaikan pembelajaran flipped). Jurnal Pendidikan Malaysia, 44(1), 43–54. https://doi.org/10.17576/JPEN-2019-44.01SI-04
Santhanasamy, C., & Yunus, M. M. (2022). The flipped learning and blendspace to improve pupils’ speaking skills. Frontiers in Psychology, 13. https://doi.org/10.3389/FPSYG.2022.866270
Shaari, N. D., Shaari, A. H., & Abdullah, M. R. (2021). Investigating the impact of flipped classroom on dual language learners’ perceptions and grammatical performance. Studies in English Language and Education, 8(2), 690–709. https://doi.org/10.24815/SIELE.V8I2.18872
Stanley, T. J. (2021). Flipped classroom Integration in English language courses at Sabah’s Tertiary Institutions, Malaysia. Prosiding Persidangan Kebangsaan Amalan Pedagogi Dan Pendidikan Inklusif (APPI), 296–301.
Su Ping, R. L., Verezub, E., Adi Badiozaman, I. F., & Chen, W. S. (2020). Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 57(3), 305–316.
https://doi.org/10.1080/14703297.2019.1574597
Sun, J. C. Y., & Lin, H. S. (2022). Effects of integrating an interactive response system into flipped classroom instruction on students’ anti-phishing self-efficacy, collective efficacy, and sequential behavioral patterns. Computers and Education, 180(C). https://doi.org/10.1016/J.COMPEDU.2022.104430
Tazijan, F. N., Abdullah, C. H., Zainol, N., Noor, S. M., & Johari, N. R. (2017). Building communication skills through flipped classroom article information. International Academic Research Journal of Social Science, 3(1), 142–147.
Teo, W. C., & Sathappan, R. (2020). Using flipped classroom approach to teach adjectives for Malaysian Year 4 Chinese ESL learners. The English Teacher, 49(1), 41–54. https://melta.org.my/journals/TET/downloads/tet49_01_04.pdf
Yap, L. L., & Yasin, R. M. (2019). Effectiveness of flipped classroom in German language teaching on students’ achievement and engagement. International Journal of Humanities, Philosophy and Language, 2(8), 249–265.
https://doi.org/10.35631/IJHPL.280019
Yau, S. Y., & Ayub, A. F. M. (2022). The impact of flipped classroom instructional model in teaching English as a Second Language (ESL) among lower secondary pupils. International Journal of Education, 14(4), 1–18.
https://doi.org/http://dx.doi.org/10.5296/ije.v14i4.20559
Zakaria, S., & Yunus, M. M. (2020). Flipped classroom in improving ESL primary students’ tenses learning. International Journal of English Language and Literature Studies, 9(3), 151–160. https://doi.org/10.18488/JOURNAL.23.2020.93.151.160
In-Text Citation: (Anusia & Muniisvaran, 2023)
To Cite this Article: Anusia, K., & Muniisvaran, K. (2023). Flipped Classroom Approaches in Language Teaching and Learning in Malaysia – A Meta-analytic Review. International Journal of Academic Research in Progressive Education and Development, 12(3), 350–366.
Copyright: © 2023 The Author(s)
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