期刊名称：International Journal of Academic Research in Business and Social Sciences
电子版ISSN：2222-6990
出版年度：2017
卷号：7
期号：10
页码：100-118
DOI：10.6007/IJARBSS/v7-i10/3362
语种：English
出版社：Human Resource Management Academic Research Society
摘要：Researches on flipped learning have mostly focused on generic subjects and classroom setting. Not many researchers have been carried out on Second Language Learners or in the English Second Language (ESL) setting in the higher education. Most flipped learning studies are carried out on subject matters such as Mathematics and Biology. As such the effectiveness in language learning is yet to be investigated. With large numbers of TVET trainees in lecture sessions, effective lecturing on communication learning such as public speaking, presentations skills and other verbal communication skills are some of the challenges faced by ESL lecturers. With these factors in mind, flipped learning may be the answer to this predicament. Therefore, this research aims at investigating the effectiveness of flipped leaning in communication skills among the SLL in the TVET education setting. This research introduces a flipped classroom approach to the TVET Food and Beverage trainees in their ESL classroom. It is believed with planned lesson plans; flipped learning will provide a positive enrichment and learning environment to the trainees. The Flipped Classroom is an instructional strategy that can provide educators with a way of minimizing the amount of direct-instruction in their teaching practice while maximizing one-to-one interaction as well improves the TVET trainees in Food and Beverage course in communication skills. This strategy leverages technology providing additional supporting instructional material for trainees that can be accessed through YouTube. This frees up classroom time that had previously been used for lecturing. This research has implications for instructional delivery in 21st century classrooms. Additionally, the use of Flipped Classroom approach can be added elements like assessment for learning, problem-based inquiry, strategies for differentiation, and an environment for instruction that is more flexible than traditional classroom settings. There are five journal articles discussed in this research as to fill the gaps.
