Investigating the impact of flipped classroom on dual language learners' perceptions and grammatical performance

Flipped classroom model has received massive attention from many researchers due to its innovative instructional strategy that offers a new perspective to the traditional classroom. However, not many studies have focused on dual language learners (DLL) who face challenges in grasping second language skills and knowledge, due to the multiple linguistic systems that they have to manage. By marrying communicative language teaching (CLT) approach with flipped technique, the present study, therefore, aims to explore dual language learners’ perception towards flipped classroom model in learning English tenses as well as their learning progress using the method. The lessons were conducted using set of culturalised interactive materials. A number of 133 intermediate learners (age 18 to 25) from a vocational college in Malaysia were selected as the research participants and data were collected using one-group pre-test–post-test design, questionnaire and interview. Pre-test and post-test grammar questions were given before and after a six-week intervention program to identify the effectiveness of the materials and instruction. The findings indicated significant differences between the mean scores of the pre-test and post-test. The results also revealed learners’ positive responses and improvement in English grammar through flipped classroom and culturalised interactive materials. This research has suggested some significant impacts of flipped classroom practices using familiar objects and culturalised learning materials. Apart from acknowledging the advantages of flipped classroom model in learning English grammar, the present study also proposes some additional strategies to achieve an effective flipped classroom lesson for dual language learners in Malaysia

Contrasts Between Moral and Islamic Religious Education: Dilemmas and Prospects

This study has compared Islamic Religious Education (IRE) and Moral Education (ME) to identify these two subjects' innate differences. This qualitative research interviewed nine schoolteachers who were selected purposefully. Eleven themes were generated from the analysis of the interviews that manifested the findings of this research. The research findings reveal that IRE and ME have differences in their core philosophical standpoints and instruction methods. Based on the research findings, we have suggested necessary modification of Lickona’s Model of Teaching Moral if it is to be implemented to the curriculum of IRE. This study is significant to the curriculum developer of IRE to ensure the readiness of IRE teachers in addressing issues and concern related to moral questions and judgments. Moreover, in the Malaysian multicultural context, where IRE and ME mostly taught by Muslim instructors without actually equipping them with necessary formal teachers’ training on teaching Moral Education, the research findings also recommend the development of necessary teachers’ training program and inform the future training programs, developers, about the exiting differences between these two subjects so that the instructors can be equipped with the necessary training to optimize the teaching and learning of both IRE and ME