LITERATURE REVIEW
Definition of key terms
Vocabulary is essential for both oral and print language comprehension, encompassing knowledge of words and their meanings in productive and receptive forms (Kamil & Hiebert, 2005) Teaching vocabulary is integral to language instruction, as it plays a crucial role in learning a language, with Thornbury (2002) emphasizing that languages fundamentally rely on words Walters (2004) further highlights the challenge of language acquisition without vocabulary, noting that communication between individuals is dependent on words Consequently, both teachers and students recognize that vocabulary acquisition is a key focus in effective language education.
Vocabulary is essential in English language teaching, as students need a sufficient vocabulary to understand others and express their ideas effectively Lewis (1993) emphasized that "lexis is the core or heart of language," highlighting the importance of vocabulary in achieving fluency and expression As students progress, acquiring productive vocabulary knowledge and personal learning strategies becomes crucial Teaching vocabulary not only aids comprehension but also enhances communication skills in English Teachers should focus on three key aspects of vocabulary: form, meaning, and use Nation (2001) defines form as including pronunciation, spelling, and word parts, while meaning involves the relationship between form and the concepts associated with a word Use encompasses grammatical functions, collocations, and any restrictions on frequency or level Understanding these dimensions reveals a total of 18 types of lexical knowledge, which can significantly improve students' reading, writing, speaking, and listening skills.
Teaching vocabulary is more effective by putting the word of vocabulary in context and indicating the use and function than deliver the definition of vocabulary in dictionary
Effective vocabulary teaching requires educators to understand key principles to enhance student learning According to Linse (2006), these principles include emphasizing both direct and indirect teaching methods, introducing vocabulary before new activities, and guiding students in using context clues Additionally, providing multiple exposures to new words, facilitating deep processing of vocabulary, teaching dictionary usage, and encouraging students to maintain vocabulary notebooks are essential strategies for successful vocabulary instruction.
1.1.2 Vocabulary and integrated four language skills
Vocabulary knowledge is essential for language learners, as a limited vocabulary hinders effective communication According to Nation (2001), there is a complementary relationship between vocabulary knowledge and language use; understanding vocabulary enhances language application, while using the language helps expand vocabulary In both English as a Second Language (ESL) and English as a Foreign Language (EFL), mastering vocabulary is crucial for developing the four language skills: listening, speaking, reading, and writing Moreover, acquiring a sufficient vocabulary is vital for successful second language communication, as a lack of extensive vocabulary prevents the effective use of learned structures and functions.
The flipped classroom is an innovative instructional strategy that transforms the traditional learning environment by delivering educational content online, allowing students to engage with lectures and discussions at home This model shifts activities, typically assigned as homework, into the classroom setting, where students can collaborate and explore concepts under the guidance of a mentor By combining online learning with face-to-face interactions, the flipped classroom offers a blended approach that leverages the strengths of both methods, ultimately enhancing the teaching and learning experience, particularly in English as a Foreign Language (EFL).
The concept of the inverted classroom, where traditional lectures occur outside of class and in-class time is dedicated to interactive learning, dates back to a 2000 paper by Lage, Platt, and Treglia Their research indicated positive perceptions of this approach among both students and teachers Similar to the flipped classroom, Crouch and Mazur's 2001 study on peer instruction emphasized the importance of using class time for higher-order thinking Strayer's 2007 dissertation explored student comfort in an inverted setting However, the term "flipped classroom" gained popularity when chemistry teachers Bergman and Sams began using videos for home study, as detailed in their 2012 book The evolution of flipped learning reflects broader technological advancements, as the accessibility and editing of video content have transformed how information is shared in educational settings.
In this minor study, a flipped classroom approach was utilized where the teacher shared a series of videos to introduce vocabulary and exercises, aiding students in revising the material During in-person classes, students engaged in various activities—such as discussions, presentations, reading, listening, writing, and speaking—using the vocabulary they had learned from the videos.
1.1.4 Traditional Classroom and Flipped Classroom
Flipped classrooms significantly differ from traditional classes, which typically involve in-class lectures that focus on the transmission of information (Talbert, 2012) In traditional settings, students take notes during lectures and complete assignments outside of class to reinforce their understanding of the material This work is then submitted or assessed during class time, often requiring students to work independently or in groups without direct guidance from an expert or mentor.
The flipped classroom model represents a shift from traditional teaching methods, allowing for a variety of interpretations based on how educators implement the approach Broadly defined, flipped learning involves assigning readings for prior exposure to new material, while a narrower definition focuses on the use of technology, particularly videos, to deliver information outside of class Originating from the work of Lage, Platt, and Treglia (2000), flipping the classroom entails reversing where instructional events occur, with the potential for flexible application by teachers However, this broad interpretation can complicate the assessment of effectiveness Conversely, researchers like Bishop and Vergler (2013) and Gannod (2008) offer a more specific definition that emphasizes interactive group learning in class and video content for at-home study, highlighting that information transmission occurs outside the classroom, while assimilation happens within it (Talbert, 2012).
Theoretical Framework
The theoretical framework of this project centers on the Flipped Classroom (FC) model, which transforms traditional education by moving lectures outside the classroom This approach allows class time to be dedicated to engaging students in activities and discussions that reinforce their learning In this model, the teacher assumes the role of a coach or facilitator, enhancing student interaction and understanding (Baker, 2000).
The flipped classroom model is a powerful tool for educators, enabling them to maximize classroom time by emphasizing active learning, student engagement, and hybrid course design In this approach, class time transforms into a workshop environment where students can actively participate, ask questions about lecture content, apply their newly acquired knowledge, and collaborate with peers The flipped classroom is versatile, incorporating various elements such as online quizzes, activities, and videos to enhance the learning experience.
The FC model is a student-centered approach that transforms learners into active participants, while the teacher's role shifts to that of a facilitator This model is particularly effective in EFL classrooms, as noted by Baker (2000) and Mehring (2016) Mehring emphasizes that this approach maximizes face-to-face class time, allowing teachers to engage with students by addressing confusion, offering real-life examples, encouraging deeper thinking about complex topics, and overseeing learning activities.
It is my belief that the flipped classroom model can help EFL instructors focus on improving their students‟ communicative competence
Integrating the characteristics of Communicative Language Teaching (CLT) in EFL contexts can significantly enhance students' communicative competence in English This approach provides students with increased opportunities for interaction and engagement during class, fostering a more immersive learning environment Utilizing videos and authentic materials grounded in pragmatics supports active learning and encourages practical usage of the English language.
Many Vietnamese students, particularly in rural areas, lack exposure to authentic English conversations, making technology a valuable resource for language immersion Through online access to videos, movies, music, and writing samples from native speakers, students can enhance their learning experience This method allows for engaging classroom activities and discussions, with instructors tailoring their teaching to meet students' needs Consequently, students take an active role in their education, fostering a more effective acquisition of new knowledge.
The flipped classroom model is an effective approach for Vietnamese EFL teachers to enhance students' communicative competence in English, addressing the ongoing challenge many face in using the language proficiently This article outlines a theoretical framework that integrates various learning theories to support the implementation of flipped learning While quantitative and qualitative data on this methodology are limited, existing research consistently shows improvements in student achievements, perceptions of the learning environment, engagement, and motivation The effectiveness of flipped learning as an instructional method is attributed to the interaction of different learning theories and models.
Figure 2 illustrates the synthesis of theories and frameworks related to flipped learning, drawing on prior studies and theoretical foundations At the center of the image is a pyramid representing the revised Bloom's taxonomy, as developed by Anderson et al (2001), which categorizes cognitive skills into distinct levels.
1 remembering – retrieving, recognizing, and recalling relevant knowledge from long-term memory;
2 understanding – constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining;
3 applying – carrying out or using a procedure through executing, or implementing; analyzing - breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing;
4 evaluating – making judgments based on criteria and standards through checking and critiquing; creating - putting elements together to form a coherent or functional whole;
5 reorganizing elements into a new pattern or structure through generating, planning, or producing (p 67-68)
Figure 2 Synthesis of the models and theories associated with Flipped
Flipped learning, viewed through Bloom's taxonomy, emphasizes that foundational skills like remembering and understanding are developed outside the classroom, allowing students to revisit videos as needed for mastery This approach shifts the learning dynamic, encouraging students to engage differently with educational content (Skinner, 1974) Initially, during the transition to a flipped learning environment, this change is crucial In-class activities focus on higher-order skills such as analyzing and applying, fostering collaboration with teachers and peers As students progress to evaluating and creating, they begin to exercise greater autonomy, completing tasks independently as they master concepts Ultimately, while foundational skills are honed at their own pace, higher-level skills are developed under instructor guidance, with peer support playing a role at various stages.
Figure 3 Synthesis of learning processes in flipped learning
Figure 3 presents a framework aimed at capturing the dynamic essence of Flipped Learning, showcasing how various learning theories can be applied at different stages of the educational process The effectiveness of this approach largely hinges on the teacher's role, the specific needs of the students, and the content being taught This framework positions flipped learning as a versatile concept, allowing for adaptability in the application of educational theories.
Elements of the Flipped Classroom Model
The flipped classroom model, as outlined by Lee (2015), comprises six key elements: digital lectures, a course management system (CMS), textbooks and external resources, group discussions and collaborative work, mini lessons, and differentiated pacing and timing These components can be effectively combined to enhance student learning experiences.
In a flipped classroom model, pre-class videos play a crucial role, providing students with anytime access to learning materials Course Management Systems (CMS) facilitate this by allowing educators to create a centralized repository for syllabi, announcements, and assignments, while enhancing communication and discussion with students Furthermore, integrating textbooks and supplementary materials enriches students' learning experiences outside of the classroom, offering additional resources for knowledge acquisition.
Advantages of FC Model
The flipped classroom model offers numerous advantages, enabling students to engage with learning materials at their own pace By accessing lecture content through video platforms at home, students can review the material privately, alleviating concerns about their speed compared to peers This approach allows them to pause, rewind, and fast forward through lessons, facilitating a personalized learning experience that caters to individual understanding and preferences.
The flipped classroom approach enhances teaching and learning by providing teachers with deeper insights into students' challenges and learning styles This method allows educators to customize and update the curriculum in real-time, making classroom time more effective, efficient, and creative As a result, students become more actively engaged in their learning process, leading to a greater appreciation for the approach, the class, and the teacher's efforts.
Previous Studies
The following table provides examples of flipped learning and key findings as provided in previous scholarly works
Table 1 Definitions And Key Findings of Flipped learning
Inverting the classroom: A gateway to creating an inclusive learning environment
“inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa”
1 Students generally prefer the inverted classroom
2 Students would prefer future classes in the inverted classroom format
“The classroom is designed to mirror the resources or experiences that traditionally take place in a lecture classroom, including online lectures and information about videotaped lectures”
Using the inverted classroom to teach software engineering
An inverted classroom is an innovative teaching model that integrates technology with practical activities In this approach, traditional lectures are moved outside of class time, often delivered through videos, allowing for more hands-on learning and interactive experiences during in-class sessions This method enhances student engagement and fosters a deeper understanding of the material.
● Students perceive that outcome of the course is met
● Students view that some level of learning occurred demand”
Students watch vodcasts or listen to podcasts and then complete activities in class (24-27)
Just as effective as traditional classrooms quantitatively and perhaps more effective based on anecdotal results How learning in an inverted classroom influences cooperation, innovation and task orientation
“Relies on technology to introduce students to course content outside of the classroom so that students can engage that content at a deeper level inside the classroom” (171-193)
The flipped classroom is an innovative educational approach that combines interactive group learning activities conducted in the classroom with individualized computer-based instruction completed outside of class This method enhances student engagement and promotes a deeper understanding of the material.
1 We re- strict this definition to exclude designs
Recent survey results indicate that most studies on student perceptions of the flipped classroom utilize single-group study designs While student feedback is generally positive, opinions are mixed regarding the use of videos as an out-of-class activity It is important to clarify that overly broad definitions of the flipped classroom, which equate it to simply assigning readings and facilitating discussions, are not acceptable Students tend to favor in-person lectures over video lectures but show a preference for interactive classroom activities Anecdotal evidence suggests that student learning may be enhanced in flipped classrooms compared to traditional formats.
However, there is very little work investigating student learning out- comes objectively
The Flipped Classroom model transforms traditional learning by assigning lectures as homework through online videos, allowing in-class time to focus on interactive engagement with the material This approach enhances student participation and fosters a deeper understanding of concepts.
Action research paper that showed both students and teachers indicated that they had a positive reaction to flipped learning
Seamless flipped learning: a mobile technology- enhanced flipped classroom with effective learning strategies
The flipped classroom is an innovative teaching method that shifts direct instruction from the classroom to a pre-class setting, enhancing interaction opportunities between students and teachers.
Therefore, teachers would have more time to guide the learning activities and solve students‟ problems in order to promote the learning effects” (452)
English language learners to foster active learning
Flip teaching utilizes various instructional videos and pre-class assignments, including reading quizzes and worksheets, to enhance student preparation for active participation during in-class sessions.
The main purpose for this study was to describe instructional design for flipped learning in the classroom
The paper featured an exploratory research component, which limited the generalizability of its results Nonetheless, its significance lies in the focus on language as the primary subject, distinguishing it from typical STEM-based studies.
The use of flipped classrooms in higher education: A scoping review
Implementing a successful flipped classroom approach involves utilizing pre-recorded lectures to enhance educators' awareness of students' understanding and promote higher-order learning during class time This method aims to foster effective student learning, encouraging critical thinking and significantly boosting student engagement both inside and outside the classroom.
This research was an analysis of the current research in flipped learning to understand the meaning of flipped learning and techniques used for flipped learning
Research indicates that flipped learning can enhance student engagement and support differentiated learning (Farah, 2014; Enfield, 2013) However, most studies have primarily examined perceptions and feedback from students and teachers, with limited empirical data available (Bishop & Verleger, 2013) This lack of empirical research is notable, as highlighted in a second-order meta-analysis by Tamim et al.
In 2011, it was noted that comprehensive research assessing the effectiveness of specific blended learning methodologies is scarce This study primarily concentrates on the more specific concept of flipped learning, which encompasses recordings of presentations or lectures.
In 2000, Miami University implemented an inverted class approach in an Economics course to cater to female students' learning styles Students accessed instructional videos prior to class, and the instructor began each session by assessing their understanding through questions If no questions arose, it indicated that students had grasped the concepts, enabling them to observe "the economic principle in action" during class This study indicated that this teaching method could be more effective for female students, who may face disadvantages in the field of Economics.
In 2008, Bergmann and Sams developed podcasts for Chemistry courses, allowing students to prepare before class This innovative approach freed up class time for hands-on learning and enabled the teacher to offer personalized attention, increasing student engagement However, contrary to expectations, the performance of students in the flipped classroom model was lower than that of the previous year's cohort.
A study by Zownorega (2013) on the effectiveness of flipped classroom instruction in a Physics class in Illinois revealed minimal differences in student performance between flipped and traditional teaching models Students achieved similar results regardless of the instructional method employed, indicating that the type of intervention had little impact on their overall learning outcomes.
In Vietnam, the flipped learning approach has been utilized across various disciplines, yet it remains underexplored in English as a Foreign Language (EFL) teaching A study conducted by Bui Thi Minh Thu in 2016 examined students' perceptions of flipped learning in a Vietnamese EFL tertiary setting through online data collection The findings indicated that flipped learning could serve as a viable model within the Vietnamese EFL higher education context, highlighting its perceived benefits among participating students.
Recent research on the Flipped Classroom (FC) model has expanded significantly at the university level, but there is a noticeable lack of studies examining its effects on K-12 students To address this gap, my minor research will investigate the effectiveness of the FC model specifically for grade-11 students.
Strategy to Conduct FC Model
The application of FC technique may follow the following steps:
Step 1: Deciding which technology/app to use
In a flipped classroom, students can engage using digital devices like smartphones, laptops, or computers While various applications are available for this approach, our classroom opted for a closed Facebook group due to the familiarity of all participants with the platform Additionally, the teacher utilized Google Forms and Quizlet to provide extra practice, helping students reinforce their vocabulary learned from videos.
Step 2: Making a list of words to teach
The second semester of the 'Tieng Anh 11' textbook covers five key topics: Global Warming, Further Education, World Heritage Sites, Cities of the Future, and Healthy Lifestyles and Longevity For each unit, the teacher selects relevant vocabulary from both the textbook and additional sources, providing explanations through instructional videos to enhance student understanding.
Each week, the teacher conducted a livestream session on Facebook, allowing her and the students to connect online for a maximum of 10 to 15 minutes This time limit ensured that students could easily fit the lesson into their morning routine, even if they lacked access to technology at home Additionally, the researcher utilized videos from other teachers, with permission, to enrich the study's Facebook group This approach provided students with the flexibility to access online lessons and supplementary videos at their convenience.
Step 4: Make the students accountable for watching the videos
To ensure my students were accountable for watching my videos while implementing the FC Model, I required them to complete quizzes at the end of each video I created these quizzes using Google Forms and Quizlet, which effectively assessed their understanding of the lessons.
After watching videos and studying vocabulary at home beforehand, students got engaged in class activities such reading, speaking, writing and listening as required in textbook.
METHODOLOGY
Rationale for Choosing Action Research
According to Nunan (1992), action research is a problem-focused methodology aimed at addressing specific issues within a particular context, prioritizing the search for effective solutions This approach encourages teachers to adapt and enhance existing ideas within their teaching environments.
To improve and develop teaching, research into classrooms is needed
Teachers must gain a deep understanding of their classroom dynamics, including students' thoughts and reactions, to effectively enhance their teaching methods This involves focusing on key aspects of the classroom environment and recognizing the necessary changes to improve learning outcomes Notably, over half of these considerations revolve around accurately describing and understanding the current classroom situation rather than simply evaluating new teaching methods Without a genuine comprehension of the existing context, the selection of new approaches may be driven by personal preferences rather than what will truly benefit students.
Teachers conducting classroom research face numerous challenges, including limited time, insufficient research skills, lack of institutional support, and concerns about their professional identity These obstacles can lead to low reliability and validity in their research, as inexperienced educators may produce findings that are not generalizable or relevant to their intended research questions.
Teachers may hesitate to engage in research due to various challenges; however, these issues are more relevant to general research rather than action research By concentrating on action research, we can alter our understanding of its nature and objectives, which diminishes the significance of the aforementioned problems.
Action research focuses on enhancing teaching practices and the professional growth of teacher-researchers rather than producing new knowledge, making reliability and generalizability less relevant Its findings are context-specific, prioritizing usefulness within particular classroom environments Unlike traditional research, where validity hinges on the research's ability to address its intended questions through rigorous design and analysis, action research measures validity based on the practical applicability of its findings in improving classroom situations Teachers lead the research process, fostering autonomy and accountability, which empowers them to make informed decisions about educational changes This approach not only benefits learners by tailoring insights to their specific context but also serves as a catalyst for teacher reflection, an essential element for personal and professional development Thus, engaging in action research is a vital strategy for teachers to enhance their skills and effectiveness.
After a year of working with my students, I discovered that their English communicative competence remained weak, and they showed low engagement in class activities Additionally, the time spent on teaching vocabulary significantly reduced the opportunity for language practice It is clear that action research is necessary to address and improve this situation.
Procedure
The author of this study conducted action research for her thesis titled “Using the Flipped Classroom Model as a Vocabulary Teaching Aid for the New ‘Tiếng Anh 11’ to Enhance EFL Learning of Students at a High School in Ha Noi.” This research was carried out over a four-month period, from January to April 2018, focusing on the effectiveness of the flipped classroom approach in improving English as a Foreign Language (EFL) learning among high school students.
11A4 The action research adapted 7 primary steps proposed by Mc Bride & Sckotak (1989)
(1) +(2) Identifying problem and collecting initial data
A pre-test, consisting of both written and spoken components, was conducted to assess English vocabulary skills and confirm existing challenges The primary objective of this assessment was to identify students' specific difficulties in vocabulary acquisition and evaluate their overall level of vocabulary competence.
After collecting the initial data, the author analyzed the data to have a look into the identified problems
To successfully implement a flipped classroom model, the teacher must invest significant effort in creating and preparing instructional videos and utilizing technology This approach also necessitates dedicating time to search for relevant materials and develop comprehensive lesson and intervention plans.
(Adopted and adapted from McBride & Sckotak, 1989)
During this period, the author implemented detailed action plans, allowing for four weekly meetings with students due to their schedule of four lessons per week Consequently, the author was able to effectively deliver the prepared materials throughout this time.
(6) Collecting data to monitor changes (post-data)
The researcher conducted a comprehensive data collection session with participating students, which included a speaking post-test lasting approximately 600 minutes, with each of the 40 students speaking for 10-15 minutes Additionally, the session comprised a 45-minute written post-test and 20 minutes allocated for questionnaires to gather further insights on the effects of the action.
The researcher analyzed the post-data in relation to the pre-data results to address the research questions This action research project led to the identification of new questions, forming the foundation for subsequent research cycles.
Research Setting
A study was conducted at a high school on the outskirts of Hanoi, which has 45 classes and over 1,500 students, with each class comprising 40-45 students The findings indicate that the overall English proficiency of the students is relatively low, primarily attributed to a limited vocabulary.
The teaching staff at the high school consists of 12 English teachers, aged between 30 and 50 Among them is the researcher, a 32-year-old English teacher with nearly 10 years of experience in the field.
In the second term of the 2017-2018 academic year, a study involved 43 grade-11 students from class 11A4 at Thach That High School, comprising 20 females and 23 males These students were intentionally selected as they utilized the piloted textbook of the new ten-year curriculum, Tiếng Anh 11 (English 10), which served as the primary teaching material for the research The researcher, who had previously taught at Thach That High School, had a better understanding of the participants due to their prior interactions The class exhibited strong cooperation and a preference for group and practical activities, providing a favorable environment for implementing new teaching techniques effectively.
Despite having studied English for over eight years, most students in the class tested at an A2 proficiency level at the start of the 2017-2018 academic year The following table provides a summary of the participants' background information, including gender, age, and their English proficiency as assessed by the teacher.
English proficiency Female Male A2 level B1 level B2 level
Textbook
In recent years, Vietnam has experienced significant changes in language learning, highlighted by the National Foreign Languages 2020 Project, which aims to enhance the quality of English teaching across all educational levels A key development in this initiative is the shift from traditional teaching methods to a more communicative approach This transformation necessitates updates to teaching materials, leading to the creation and pilot testing of a new series of English textbooks for students from primary to high school, ensuring their effectiveness before nationwide implementation.
The English program in Vietnamese high schools, as outlined by Hoang (2011), is structured around the communicative language teaching (CLT) approach, prioritizing the development of essential language skills such as reading, speaking, listening, and writing This program aims to enable students to effectively communicate in English at a basic level, acquire systematic knowledge of the language appropriate to their age and proficiency, and gain insights into the cultures of English-speaking countries Ultimately, the goal is to foster a positive attitude towards learning English while instilling pride in Vietnam's own cultural and linguistic heritage.
The researcher selected the piloted textbook "English 11" by Hoang et al (2017) as the teaching material for her study, recognizing its suitability This newly implemented textbook is currently being used at the school where the research was conducted.
The pilot textbook for English 11 features 10 units organized across two semesters, each focusing on a specific topic over 8 periods It aims to enhance English language skills while incorporating cultural insights and a required project A key innovation of this textbook is its communication-based approach, marking a significant improvement over the current version (Hoang).
The primary focus of the teaching and learning process is to develop English language skills, enabling students to communicate fluently and appropriately by the end of the program In this learner-centered approach, students actively engage with their textbooks, classmates, and teachers, while the teacher's role shifts to that of a facilitator and designer of interactions Additionally, although the new textbook presents English skills as distinct sections, it emphasizes the importance of integrating these skills for a more comprehensive learning experience.
Although language skills are often presented separately in textbooks, they are not taught in isolation In speaking lessons, the primary goal is to enhance speaking abilities, but teachers can incorporate listening, reading, and writing to help students discuss the topic more effectively Similarly, in listening lessons, while the focus is on comprehension, opportunities to practice speaking, reading, and writing can facilitate a smoother transition to improved listening skills, ultimately aiming for more effective communication.
Hypotheses of the Study
This research study introduces a novel teaching technique for EFL teachers, focusing on the implementation of flipped instruction to assess students' language learning It presents a comprehensive example of developing and applying a flipped model while proposing potential outcomes for integrating this instructional approach in English classes.
The study advances the hypothesis that a flipped classroom instruction has an influence on students' scores of English subject by changing the learning approach
This study addresses the lack of research on the use of the Flipped Classroom (FC) approach in teaching English as a foreign language to eleventh graders in Vietnam Aiming to fill this gap, the research operates under a null hypothesis that suggests no significant difference in student achievement due to the FC treatment, while also proposing additional hypotheses for further exploration.
1 The FC Model in an English class influences students' English test results
2 The FC Model influences students' independent learning, involvement, confidence and motivation in an English language class.
Data Collection Instruments
In order to attain the aims of the study, a pre-test, post-test and questionnaire were created and an evaluation instrument was also utilized a/ Pre-test and Post-test
To address the initial research question, the researcher employed pre- and post-tests to assess the participants' improvement in English proficiency.
Two distinct English assessments were created to evaluate student progress before and after the instructional treatment The pretest was administered at the start of the second semester, and its outcomes were compared with those of the post-test conducted at the conclusion of the 2017-2018 academic year.
Each test was composed of two parts: written one (assessing the students' vocabulary, reading, listening and writing skills) and spoken one assessing the students' speaking skill
Both tests are equivalently structured to ensure the reliability (see Appendix 1 and 2), including the following parts: Listening, Reading, Writing, and Speaking b/ Questionnaire
After the intervention, a questionnaire was administered to students to gauge their responses to the FC Model in English teaching and learning Designed in simple language for clarity, the researcher was present to address any questions The questionnaire featured three multiple-choice questions, with the first evaluating students' attitudes toward the FC Model using a five-point Likert scale ranging from "like a lot" to "dislike a lot." The subsequent questions allowed students to express their specific likes and dislikes about the technique, providing clearer insights into their opinions This questionnaire was adapted from the version by Tran & Lewis (2012).
(For details of the questionnaire, see Appendix 3) c/ Evaluation Instrument: Speaking and Writing Rubric
The writing and speaking assessment rubrics were adapted with slight modifications from the public version of the IELTS Examination Board to better fit the context of a high school in a rural area.
The writing assessment rubric evaluates student responses across four key areas: Task Achievement, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy These criteria serve as the foundation for assessing and marking students' writing performance, with a particular emphasis on their use of vocabulary.
The speaking assessment rubric evaluates responses across five key criteria: Message Content, Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, and Performance These criteria serve as the foundational elements for marking and assessing students' speaking abilities, with particular emphasis on their lexical resource.
Intervention
The study, conducted over sixteen weeks during the second term of the 2017-2018 academic year, involved students using laptops, computers, or smartphones with internet access and participating in a dedicated Facebook study group for online learning Each week featured four physical English lessons and one online session, where the teacher posted a preparatory video or livestream in the Facebook group Students were required to watch these videos, take notes, complete assignments, and engage with additional practice materials To enhance vocabulary retention, the teacher utilized platforms like Quizlet and Google Forms, prompting students to create Quizlet accounts for vocabulary learning Although the initial two weeks presented challenges due to students' unfamiliarity with the Flipped Classroom Model, they gradually adapted to this method The program included five video packages that covered vocabulary, phrases, and contextual examples related to textbook topics, supplemented by recommended online activities The offline lessons provided ample practice time, fostering independent learning strategies and collaborative discussions among students.
Study Timetable and Data Analysis
Here is the timetable of the study:
Week 1 Problem identification and initial data collection
+ Subjects were administered the writing and speaking pretest Week 2-3 Analyzing initial data
+ Lesson 1 - Getting started + Lesson 2 - Language + Lesson 3 - Reading + Lesson 4 – Speaking
Unit 6 + Lesson 5: Listening + Lesson 6: Writing + Lesson 7: Communication & Culture + Lesson 8: Looking back
+ Lesson 1 - Getting started + Lesson 2 - Language + Lesson 3 - Reading + Lesson 4 – Speaking
Unit 7 + Lesson 5: Listening + Lesson 6: Writing + Lesson 7: Communication & Culture + Lesson 8: Looking back
+ Lesson 1 - Getting started + Lesson 2 - Language + Lesson 3 - Reading + Lesson 4 – Speaking Week 9
Unit 8 + Lesson 5: Listening + Lesson 6: Writing
+ Lesson 7: Communication & Culture + Lesson 8: Looking back
+ Lesson 1 - Getting started + Lesson 2 - Language + Lesson 3 - Reading + Lesson 4 – Speaking
Unit 9 + Lesson 5: Listening + Lesson 6: Writing + Lesson 7: Communication & Culture + Lesson 8: Looking back
+ Lesson 1 - Getting started + Lesson 2 - Language + Lesson 3 - Reading + Lesson 4 – Speaking
Unit 10 + Lesson 5: Listening + Lesson 6: Writing + Lesson 7: Communication & Culture + Lesson 8: Looking back
Week 15 +16 Collecting post data & Analysis of post-data b/ Data Collection and Analysis
*Pre-test and Post-test
The researcher employed various research instruments to assess students' initial achievements, their progress following the intervention, and their attitudes towards the new learning technique These instruments included pre-tests, post-tests, observations, and questionnaires.
Data analysis involves organizing information to derive descriptive results from tests This research gathered two types of data: qualitative and quantitative The analysis aimed to assess students' progress across all four skills, their vocabulary development, and their attitudes towards the flipped classroom model.
The study analyzed quantitative data from students' pre-test and post-test results by calculating the average scores To determine the mean scores, all individual scores were summed and divided by the total number of participants This analysis method follows the formula adapted from Djiwandono (2008: 212): ƩX.
M N Where: M: Mean score of the students‟ achievement of each English skill ƩX: the sum of the total score N: The total number of the students
From the mean score, the researcher could evaluate whether or not flipped classroom model was effective to improve students‟ foreign language learning, including reading, speaking, listening, writing and vocabulary
For questionnaire, the qualitative data was computed by the formula presented below:
Number of students choosing an item
Data on total students were gathered through teacher's notes during the project's implementation, offering insights into student reflections as participants These notes aimed to enhance the researcher's understanding and provide a broader perspective on the information collected.
Summary
An action study was conducted in the researcher’s classroom to explore the influence of the FC model on students' foreign language learning Data was gathered through a pretest, post-test, observations, and a questionnaire, aiming to comprehensively address the research questions through this combination of assessment tools.
THE PRESENTATION OF THE FINDINGS
Data Tabulation and Description
This research utilized three instruments for data collection: a pre-test, post-test, and questionnaire The pre-test assessed participants' initial language competence, while the post-test evaluated their performance following the intervention of the FC model technique, using identical test formats The data gathered from these assessments aimed to address the research questions outlined in the previous chapter.
Table 2 Tabulation of data showing the subjects’ scores through FC model
Subject Reading Speaking Listening Writing
Pre- Post- Pre- Post- Pre- Post- Pre- Post-
The results of the administered questionnaire reflect the subjects' behavior, attitude, interest, and motivation within the FC model, as detailed in Table 3 The total scores recorded were 268, 311, 253, 289.5, 255, 293.5, 256, and 291, leading to mean scores of 6.23, 7.23, 5.88, 6.73, 5.93, 6.83, 5.95, and 6.77 for each item assessed The data provides insightful percentages for each questionnaire item, highlighting key aspects of the subjects' engagement.
Table 3 Students’ responses to the two ‘open-ended’ questions
Question 2: Were there anything in particular that you found enjoyable in the FC model? Give details?
1 preparing for the lesson in advance 43 100
2 having more time to acquire the vocabulary items 43 100
4 feeling more in charge of your own learning 30 69.77
7.Learning more vocabulary items than in class 43 100
8.More examples and context for using the words 43 100
9.Pronunciation and stress in detail 43 100
Question 3: Were there anything in particular that you did not enjoy in the FC model? Give details?
Data Analysis
3.2.1 Findings Related to Research Question One:
„To what extent does the integration of the FC model as a vocabulary teaching aid for „Tiếng Anh 11‟ affect students‟ EFL learning?‟
Table 2 illustrates the improvement in students' performance across four skills when comparing pre-test and post-test results The data clearly indicates that students demonstrated enhanced scores after utilizing the FC model as a vocabulary-teaching aid, significantly outperforming their initial assessments.
Table 4 Summary of the research finding showing the mean score from pre-test and post-test of four language skills
Reading Speaking Listening Writing Grand mean
The study's findings, as summarized in Table 4, indicate significant improvements in the mean scores of pre-test and post-test language skills among eleventh-grade students at the school These positive changes resulted from targeted action plans addressing students' vocabulary learning challenges Notably, reading skills saw the most substantial enhancement, with scores rising from 6.23 to 7.23 points Additionally, speaking skills improved from 5.88 to 6.73 points, listening skills increased from 5.93 to 6.83 points, and writing skills advanced from 5.95 to 6.77 points Overall, each language skill demonstrated a commendable increase, highlighting the effectiveness of the implemented strategies.
To make it clearer, the rising comparative mean figures of the pre-test and post-test scores obtained by the students in each skill could be presented as follows:
Figure 5.The students’ progress in each language skills through FC model
The graph illustrates the improvement in students' scores following the implementation of the FC model While the post-test results show only a slight increase compared to the pre-test scores, this may be attributed to several factors, including the timing of the test at the end of the second term and its non-impact on final grades, which may have affected students' motivation and focus Despite the modest gains, the data indicates that the FC model has positively influenced students' performance in foreign language learning.
The changes in students‟ achievements could also be seen through the total score of all four language skills which could be presented through the following graph:
Figure 6 The progressing of grand mean in students’ achievement thanks to application of FC model
To facilitate data analysis, the initial grand mean score of students was designated as IR, while the grand mean post-intervention was labeled R The pre-test average score was 5.99 points, and following the intervention, the post-test score improved by 0.9 points, increasing from 5.99 points (IR) to 6.89 points (R) This indicates a significant enhancement in student performance after the intervention.
FC model was improved in general From the data above, the researcher could conclude that FC model can improve students‟ English language learning
3.2.2 Findings Related to Research Question Two
What are the students’ attitudes toward the integration of the FC model for English language learning?
As indicated above, all forty three students participating in doing the questionnaire assessed their attitudes to learning through FC model (see table
3, p.45) The first question asked students to indicate degree of enjoyment that
In a study on the flipped classroom (FC) model, 32 out of 43 IR R students (74.42%) expressed a strong preference for FC learning, while 4 students (9.30%) liked it moderately Only 5 students (11.63%) were uncertain about their feelings towards the technique, and 2 students (4.65%) reported a dislike for it.
In a recent survey, students expressed overwhelmingly positive feedback regarding the Flipped Classroom (FC) model, with 100% indicating that it enhanced their preparation for upcoming lessons They appreciated the ability to learn new vocabulary through videos, which allowed for repeated viewing and detailed instruction on pronunciation and usage Additionally, 81.4% of students noted that the FC model significantly improved their language skills by facilitating vocabulary acquisition More than half of the respondents reported increased confidence in class (79.07%), a sense of control over their studies (69.77%), and a more enjoyable learning experience (58.13%) These findings highlight the effectiveness of the FC model in promoting active learning and student engagement.
In terms of being asked about what they disliked when learning with
In the FC model, several considerations emerged among students regarding their learning experience A notable 18.6% expressed that watching videos at home and completing related tasks felt time-consuming, indicating that increased focus on English reduced their time for other subjects Additionally, 11.62% of students reported feeling overwhelmed by the additional workload assigned for home study Furthermore, 16.28% voiced concerns about their ability to concentrate on online videos due to distractions from social media platforms like Facebook and online chatting.
Discussion of the Findings
This study aims to evaluate the effectiveness of the Flipped Classroom (FC) model on students' achievements in English as a Foreign Language (EFL) learning and their attitudes toward this teaching method The findings indicate that the FC technique significantly enhances students' academic performance, while their overall attitudes toward this approach are highly favorable.
The findings demonstrate that students' performance in all four language skills has improved, confirming that the use of the Flipped Classroom (FC) approach enhances English language learning in schools Students attribute their progress primarily to the FC technique, which fosters the development of multiple skills, particularly through vocabulary acquisition that supports overall language learning.
The FC technique enhances students' performance in English by encouraging them to prepare for lessons beforehand, leading to increased motivation and engagement during the learning process This aligns with previous research that highlights the positive impact of the flipped classroom model on student achievement.
Engaging in FC activities enables students to boost their self-confidence and expand their vocabulary, fostering greater interaction and cooperation during class discussions This approach highlights the advantages of blended learning and tailored tasks that cater to diverse student abilities Ultimately, students demonstrated improved understanding, enhanced knowledge, and refined language skills The integration of video content and subsequent classroom interactions significantly contributed to skill development and elevated performance across various levels.
The implementation of flipped classroom (FC) instruction significantly enhanced student motivation and independence, as evidenced by questionnaire responses Many students reported increased confidence in their English language skills, which translated into improved academic performance This finding aligns with the research of Smith (2008) and Holec, highlighting the importance of learner autonomy in fostering self-assurance and achievement in language learning.
Blended learning, particularly the Flipped Classroom (FC) model, places learners at the center of their educational experience, fostering increased motivation, autonomy, and engagement with technology (Liu, 2013; Chang, 2005; Kemmer, 2011) Research indicates that this approach significantly enhances the learning environment for English language learners, aligning with positive student attitudes towards blended learning and flipped instruction (Garrison and Kanuka, 2004; Adas and Bakir, 2013; Zownorega, 2013) Despite concerns about the preparation time required before class, students in the current study reported improved attitudes and a deeper understanding of linguistic features, echoing findings from various studies that highlight the benefits of blended learning on student achievement.
This study aimed to investigate the relationship between the FC model and the academic performance of eleventh graders at a high school in Hanoi The findings presented in this chapter highlight key insights into students' achievement scores and address the primary research questions of the study.
Conclusion
This present action study aimed to investigate the effectiveness of using
The FC model, a cooperative teaching technique, significantly enhances students' achievement in learning English as a foreign language A study involving forty-three students revealed that the FC instruction led to positive outcomes, fostering greater motivation, activity, and cooperation among learners Compared to traditional methods, students exhibited increased confidence, responsibility, and enthusiasm in their knowledge construction These results highlight a favorable shift in student attitudes towards this innovative learning approach, aligning with findings from previous research across various cultures.
The FC model is an effective teaching technique that encourages active student participation and motivation, moving away from traditional lecture-based methods This approach provides Vietnamese teachers with empirical support to enhance teaching practices and create a friendly, effective learning environment Textbooks play a crucial role as primary resources for language learners, making it essential for teachers to utilize them fully by designing interactive activities that promote critical thinking and cognitive skills By planning problem-solving and reasoning tasks, teachers can foster collaboration among students, encouraging them to share information and integrate various language skills Ultimately, the goal is to make lessons more enjoyable, improve academic performance, and develop successful communicators in the target language.
Limitations of the Study
The study identified several factors that limited its outcomes, with a significant challenge being the students' resistance to changing their learning mentality Initially, students struggled to adapt to a new instructional method that required them to take charge of their own learning, moving away from a passive approach A major hurdle was their readiness to embrace this shift, particularly the habit of watching educational videos before class, as many expressed concerns about not having enough time to do so.
The study faced limitations due to a small sample size of only 43 students, which does not adequately represent the diverse attainment levels among students using the flipped classroom (FC) intervention program Conducted in a single class of eleventh graders at a rural high school in Hanoi during the 2017-2018 academic year, the findings may not be generalizable To achieve more accurate results, future research should involve larger sample sizes and multiple schools.
From the teacher's perspective, preparation time was a significant challenge, with each video requiring approximately 4 to 5 hours of planning and task design to monitor student engagement This demand placed a burden on the researcher, who needed to balance timely marking and feedback for students Furthermore, the duration of implementing the Flipped Classroom Model was insufficient to achieve optimal results.
11 weeks only As a result, more time should be spent for the further research to show the real effectiveness of this kind of learning
Limited research has explored the effectiveness of the FC Model as a vocabulary teaching aid in Vietnamese high schools, making it difficult to determine its impact on K-12 students' English language learning Consequently, further studies are necessary to evaluate the FC Model's effectiveness in enhancing English vocabulary skills among students at various educational levels, including primary and secondary schools in Vietnam Despite this limitation, the study holds practical significance for enhancing students' English language learning outcomes.
Recommendations
The results of the study shed light on some suggestions for further research and implementation
1 When preparing to flip a class educators should make sure that they have enough time to set student learning outcomes, prepare video lectures, select a class forum and design flexible projects and activities On the first day of a course, the educator should survey the students on media literacy and access to technology so that they can inform their decisions on how to implement the course
2 The educators should communicate the goals and rationale of the flipped classroom approach to students directly in order that students can understand the value of this approach The educator should emphasize that watching videos is mandatory for the course so that students are introduced to the content and are ready to participate in class
3 Since the present study focused on improving English subject learning of eleventh graders only through the use of the Flipped Classroom, there is a definite need for further studies with a population of other learners to investigate differences in the learning of any other language skills with learners of different grade levels
4 Since the subjects of the study described themselves as motivated and active learners, it is highly recommended that a study be condutced to investigate the impact of the FC model on students' levels of motivation and class engagement
Álvarez (2011) discusses the innovative approach of flipping the classroom, where traditional homework is completed in class and lessons are taught at home This method enhances student engagement and allows for more interactive learning experiences By shifting the focus of education, it aims to improve student outcomes and foster a deeper understanding of the material For further insights, refer to the National Education Association's resource on this topic.
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APPENDIX 1 – PRE-TEST List of students
No Students Reading Speaking Listening Writing
A You will hear people talking in 8 different situations For question from 1-8, choose the best answer
1 You hear a young man talking Why did he go back to the college?
B He needed an evening activity
2 You hear a man talking on the radio Who is he?
A An inventor B a company employee C a writer
3 You hear someone talking on the radio about an artist How does the artist feel about his work?
A He would like to exhibit it in an art gallery
B He wants to make his creations last longer
C He is happy to see his work destroyed
4 You hear a woman talking to her son Why is she talking to him?
5 You hear part of a lecture about the role of retired people in the economy What is the lecturer describing?
A Reasons why something is changing
6 You hear a chef being interviewed on the radio Why did he decide to become a chef?
C To pursue his love of cooking
7 You hear a teenager talking about the sport she plays How does she feel while she is playing the sport?
8 You hear an explorer talking about a journey he is making
How will he travel once he is across the river?
A By motor vehicle B on horseback C on foot
B You will hear an interview with a woman called Helen Hunter who runs a summer camp for teenagers For questions 9-15, complete the sentences
9 Helen says that people taking part in the summer camp usually sleep in a…
10 Summer camp is a chance for teenagers to meet people and learn………
11 As an example of a practical activity, Helen tells us about a team which built a………
12 In the next camp, teams will work out problem-solving activities such as a……….…… with clues
13 Helen gives an example of as the only typical sporting activity at the camp
14 The day when teams can choose their own activities is called “………….”
15 The summer camp is good for people who don‟t have opportunities or have little………
A Read the following passage and mark the letter A, B, C or D to indicate the correct answer that best fits each of the numbered blanks
Effective time management for students requires a blend of self-awareness and organization Understanding whether you are a morning or evening person can help optimize your study schedule Prioritizing tasks based on their importance is crucial, followed by creating a structured plan that balances study time with relaxation It's essential to consider adequate sleep and personal routines, as attempting to study at inconvenient times can hinder productivity Additionally, while socializing is important for mental health, it should not overshadow your responsibilities Striking a balance between work and leisure is key to successful time management.
When creating lists, it's crucial to remain adaptable, as unexpected events, like a friend's visit, may arise This flexibility allows you to adjust your to-do list by prioritizing tasks and possibly removing less important items Embracing this approach ensures you can manage your time effectively while accommodating unforeseen circumstances.
(10) you risk becoming extremely disorganized It is better to have to change a plan than to lose it completely
Effective time management is crucial, as the saying goes, "if you fail to plan, you plan to fail." By organizing your time wisely, you can significantly reduce stress levels, leading to a more positive and productive life.
5 A in contrast B in addition C for all D.for instance
9 A crossing out B thinking of C putting out D taking off
A Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions
Parents often struggle to understand the challenges and values that are significant in a teenager's life, such as lifestyle choices, body modifications, substance use, and relationships This disconnect can lead teens to feel unable to share their personal experiences with their parents Additionally, some parents may resist embracing contemporary perspectives and ideals, further widening the gap in communication and understanding between generations.
Elderly individuals often reminisce about their childhood and youth, viewing the past as a superior time, frequently referring to it as "the good old days." In contrast, young people perceive their current experiences as the best, approaching the world with curiosity and excitement While they may struggle with everyday challenges, they are eager to tackle these issues independently Therefore, it is essential for adults to allow teenagers the freedom to make their own mistakes as part of their growth and learning process.
