A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils’ speaking skills. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils’ speaking skills. P style="text-align: justify ">Speaking skills had always been the most challenging skill among the pupils in language learning.
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The findings of this research would be useful for teachers and policymakers to assist pupils in enhancing their speaking abilities. Hence, the utilization of Blendspace in the flipped learning approach is an effective pedagogy to improve pupils’ speaking skills. The findings revealed that the use of Blendspace in teaching speaking has improved pupils’ speaking skills and that the pupils were motivated to practice speaking inside and outside of the classroom. For pre–posttests, questionnaires and interviews were used to collect data from Year 3 primary school students.
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This study employed a mixed-method research design. In this study, Blendspace was used to support the flipped learning method to help pupils improve their speaking skills. Thus, the purpose of this study was to explore the flipped learning approach to improve primary school pupils’ speaking skills. Pupils’ lack of interest and the difficulty in teaching and practicing speaking skills in the traditional classroom are the main issues that hinder pupils’ speaking skills. The most difficult aspect of language acquisition has always been the speaking component. All rights reserved.ĭuring the COVID-19 pandemic, the continuity of teaching and learning is very important to provide sustainable education to all pupils. © 2021 Asian Online Journal Publishing Group. Future research could examine the effectiveness of the app in teaching vocabulary in different contexts. Thus, the findings of this study imply that Google Translate could be an effective teaching tool to enhance learners' English language vocabulary. The interviews also revealed that all participants affirmed that Google Translate supports their English language proficiency, and only one participant was unsure of its effectiveness. Key findings indicated that almost all participants achieved high scores in the post-test. In addition, the data were triangulated through structured interviews. The data were collected by comparing scores in the pre-test and post-test.
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Fifteen Iban participants with low English language proficiency from rural schools were chosen through purposive sampling. This paper aims to examine the effectiveness of the Google Translate mobile application (hereinafter "app") in improving indigenous learners' English language vocabulary. The potential of mobile phones as a learning platform has led to a proliferation of research into their effectiveness. In recent years, mobile phones have evolved into effective teaching tools when used practically, they could improve learning outcomes. The emergence of new technologies has brought massive changes to teaching and learning processes. Future research can look into designing and developing various modules of communicative English in various mobile learning platforms, which could cater to different levels of proficiency of learners.
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P class="0abstract">Due to the rise of the digital era, various industries demand employees with a proficient communicative English skills, but many are still not up to par with the demands.