. The objective of this research is to conduct an investigation into the attitudes of primary pupils towards using Flipgrid in learning English speaking skills in a Year 4 Common European Framework of Reference for Languages (CEFR) classroom. The research used a mixed-methods approach using an explanatory sequential design. Data collection was via a questionnaire and semi-structured interviews with 60 CEFR primary Year 4 pupils with low English-speaking proficiency. The results of the questionnaire were analysed descriptively, whereas the data from the semi-structured interviews was analysed using thematic analysis. The findings showed that primary pupils in a CEFR classroom had a high positive attitude towards using Flipgrid to learn English speaking skills. This research has highlighted the potential use of Flipgrid in both learning and teaching English speaking skills in a CEFR classroom. More extensive research into the use of Flipgrid by secondary pupils in a CEFR classroom would be of further interest. Future research on this topic may provide greater insight into the different ways in which English educators can teach English speaking skills to secondary pupils. Moreover, the results could provide useful information to the Ministry of Education on the use of the e-learning approach in the learning and teaching of English speaking skills in the Malaysian CEFR classroom.

In light of the progress of information and communication technology development, elearning is emerging as the paradigm of modern education. However, there is very little to none of the past systematic review that had been conducted on the users' attitudes towards e-learning and the effects of e-learning in teaching and learning of speaking skills. Therefore, the purpose of this systematic review is to synthesise the findings of studies related to users' attitudes towards e-learning and also the effects of e-learning in teaching and learning of speaking skills in any levels of education. This systematic review used 32 full-text journal articles from the year 2016 until 2020 from ERIC and JURN. Results of this review showed that the most used method in exploring the users' attitude towards e-learning and the effects of e-learning in teaching and learning of speaking skills was quantitative method. Overall, the results of this review showed that 90.9% of the users have positive attitudes towards elearning and 100% of the past studies revealed that the use of e-learning has positive effects in teaching and learning of speaking skills despite some limitations.