Flipped classroom in improving esl primary students’ tenses learning

Abstract

Due to recent development of Malaysian education, the transformation of local classroom curriculum for English learning is gradually progressing towards global standard since the introduction of Common European Framework of Reference (CEFR) that aligned with the Standard Curriculum Primary School (KSSR). To attract and retain students’ attention towards fun and interesting learning, grammar context is embedded indirectly in all types of language learning skills for younger primary students in a normal classroom. Hence, via ‘inverted’ learning, this study was aimed to look at English as a Second Language (ESL) primary 3 students’ perception in tenses learning using flipped classroom approach involving 36 students from a rural school in Negeri Sembilan, Malaysia. The perceptions of the students were measured through questionnaire comprising a survey and open ended questions. The finding of this study revealed that most students were positive to learn grammar through flipped classroom as opposed to traditional learning. Moreover, even for those who perceived negatively also agreed in the end that this approach would improve their understanding. Thus, it is hoped that this study gives educators better insights in using flipped classroom on students’ preferences not just in tenses learning but others as well.