Flipped Classroom is an approach that is rapidly gaining recognition as a novel teaching approach among Technical and Vocational Engineering and Training institutes in Malaysia. This research aimed at investigating the use of the flipped classroom approach for enhancing Food and Beverage TVET trainees’ speaking skills in view of the need to have a good command of the English Language in the workplace. A qualitative research approach specifically a case study research design was used in this study. Classroom observation, semi-structured interviews (for ESL trainees) and document analysis were used to collect data. Thematic analysis was used to analyse the classroom observation and interviews. A pre-test and post-test were administered to ascertain the TVET trainees’ performance in speaking skills. The study was carried out in a Level Two, Food and Beverage class which consists of 25 trainees and the researcher as an English Language lecturer. Findings revealed that teaching and learning tools by using video creates a positive atmosphere among the trainees both outside and inside the classroom. It was also revealed that using resources such as YouTube videos as guidance for them to dramatise their role according to the situation given by their lecturer in the class builds confidence and ability to engage with peers. The findings of this study revealed that the flipped classroom approach was effective for IKBN (Institut Kemahiran Belia Negara) Food and Beverage trainees because it enhanced their speaking skills based on industry needs.

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This study investigates the issues in mentoring practise based on pre-service English language teachers’ perspectives about their mentoring experience. This study involved 56 pre-service teachers who had completed their practicum. The study used a quantitative data collection method whereby a questionnaire survey was distributed to the research participants. The data from the questionnaire was then analysed by using SPSS to generate descriptive statistics for item analysis. The findings were discussed based on five mentoring factors which are personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. The findings show that modelling and pedagogical knowledge received among the lowest mean scores indicating the moderate satisfactory level of mentoring experience received by the pre-service teachers. The data also shows considerable issues in mentoring quality in terms of pedagogical knowledge. Based on the findings, one of the most crucial issues to be addressed was equipping mentor teachers with the knowledge and skill of mentoring. The mentor teachers need to be given a course and guidance on the key aspects of mentoring. A mentoring manual must be given to the mentors in order to guide them in providing quality and structured mentoring.