The Effects of Flipped Classroom on Form 4 ESL Learners’ Speaking Performance in a Malaysian Secondary School

Abstract

Concerns about insufficient speaking performance among ESL learners have led to innovative teaching methods. The Flipped Classroom, where learners learn content outside class and engage in discussions during school hours, offers a promising solution. Despite its success in tertiary and primary levels, its impact on speaking performance among Malaysian secondary ESL learners remained understudied. This study, conducted in a Putrajaya secondary school with 48 Form 4 ESL learners, investigates the effects of the Flipped Classroom on speaking performance using “Flip”. By utilizing a quantitative approach, the study employed purposive sampling and collected data through pre-post-tests. The findings were promising, as learners exhibited significant improvement in speaking performance after adopting the Flipped Classroom approach. This research carries crucial implications for educators and policymakers. By integrating the Flipped Classroom approach, teachers can effectively enhance learners’ speaking performance. The study’s outcomes serve as a valuable guide, aiding teachers and policymakers in their mission to enhance learners’ speaking performance.