Asian Journal of Education and e-Learning (ISSN: 2321 – 2454) Volume 04 – Issue 02, April 2016 Asian Online Journals (www.ajouronline.com ) 78 A Survey of Flipped Learning Approach in the ESL Context Farina Tazijan * , Agelyia Murugan, Suzana Abd.Rahim, Rosmaliza Mohamed, Emily Jothee Mathai, Rushita Ismail Academy of Language Studies, University of Technology MARA Pulau Pinang, Malaysia, * Corresponding author’s email: farina762 [AT] ppinang.uitm.edu.my _________________________________________________________________________________ ABSTRACT—Researches on flipped learning have mostly focused on generic subjects and classroom setting. Not many researches 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 (Moravec, Williams, A., Aguilar-Roca, N., & O’Dowd, D. K, 2010) As such; the effectiveness in language learning is yet to be investigated. With large numbers of undergraduates 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 higher education setting. This research introduces a flipped learning model to the undergraduates of University Technology MARA Penang in their ESL lectures over the period of 5 weeks. A structured interview and questionnaires were carried out to gauge the effectiveness of flipped learning. It is believed with planned lesson plans; flipped learning will provide a positive enrichment and learning environment to the undergraduates. Keywords--- Flipped learning(FL), Second Language Learners (SLL), Higher Education Institution, Communication skills, Blended Learning (BL) _________________________________________________________________________________ 1. INTRODUCTION The term BL has gained its popularity over the recent years. Taking into account on using partial or full online or offline in BL courses, ample studies have been carried out on its’ effectiveness among the SLL. In fact, the recent (Executive Summary Malaysia Education Blue Print 2015-2015, 2015) has called upon using technology: BL in classroom teaching. However, issues addressingits’ effectivenessare being questioned; how to capture the improvement and are there improvements in helping the SLL’s to learn. The combination of using online tool and classroom teaching has become a trend in the education setting. On a familiar note, the issues of Communication Skills among undergraduates have been one of the most debatable issues in Malaysia. With this inview, combining one of the elements in BL with communication skills might be the solution to poor communication skills among undergraduates. Thus, this paper will clarify and answer the question whether FL can be implemented on verbal communication skills among the SLL in the ESL higher education setting. 2. RELATED LITERATURE REVIEW 2.1 DEFINING FLIPPED LEARNING FL has been increasingly a popular method among academicians as it is believed to be able to promote active learning among learners. In a normal practice of FL, the students have prior reading or exposure before the lessons begin. Learnersare given parts of the lesson before they enter the lesson. As such, learners will have background knowledge of the lesson before the lesson takes place. A simple definition by the term flipping is driven from the concept that a usual classroom is historically a place where the delivery of content is done through some type of lecture format (Embi & Ebrahim Panah, 2014)It is believed that flipped classroom or learning using pedagogies give attention to active learning through the use of technologies and learners’own knowledge construction. It enableslearners to have their own pace of learning, thus making it a more effective classroom with knowledge engagement.