Rationale
In the 21st century, the integration of technology into education has gained significant traction, with many teachers adopting innovative methods to enhance their teaching, including language instructors This shift has led to the emergence of the "flipped teaching" strategy, where students first engage with lessons online—via videos or PowerPoint presentations—before applying their knowledge through interactive classroom activities In a flipped classroom, the focus shifts from traditional lectures to meaningful in-class engagement, fostering an environment conducive to active learning As Bergmann and Sams (2012) noted, this approach reverses conventional roles, with homework tasks now completed in class and in-class activities moved to home study, resulting in a more student-centered learning experience.
The author’s approach is effective for young learners who struggle with traditional grammar instruction, as they require engaging and appealing methods Grammar should play a minor role in lessons, especially in a limited 90-minute class, to allow sufficient time for practical language use Overemphasis on grammar can lead to student boredom, hindering lesson effectiveness Recognizing this issue, the author, an English teacher, initiated research titled “A Study on Teaching Grammar with the Use of Flipped Teaching to Children at PoPoDoo English Center” to enhance student engagement in grammar learning.
Aims and research questions of the study
The researcher aims to explore the effects of flipped teaching on students' English grammar learning and their perceptions of this innovative method within her educational setting To achieve this, the study is designed to answer two key research questions.
1 To what extent does flipped teaching effect the students‘ English grammar learning?
Significance of the study
Theoretically, this thesis is a small contribution to the theory of ELT on the impacts of flipped teaching in grammar teaching in EFL classrooms
This study aims to provide an alternative approach to student-centered English lessons, enhancing students' grammar learning and increasing their motivation in the classroom.
Scope of the study
Firstly, in terms of English grammar learning, the scope of this research is confined to the teaching-learning of the following grammatical items due to time constraint:
- Present simple of Be: affirmative and negative
- How many? There is/ There are…
- Present simple with I, you, we, they
- Present simple with he, she, it
In this study, English grammar learning is considered to be leading to the desired English grammatical competence as measured by the pre- and post – tests
Secondly, the study only focused on students aged from 8 to 10 (the majority of the student population) at PoPoDoo English Centre in Hanoi.
Overview of the thesis
The thesis comprises of the following main parts:
PART A: INTRODUCTION - states an overview of rationale, aims of the study, research questions, the scope, the significance and the overview of the study
Chapter 1: Literature Review examines relevant studies conducted by various researchers, highlighting existing gaps in the field that motivated the author to pursue this study Additionally, this chapter offers foundational insights into grammar, the teaching of grammar, the concept of flip teaching, and the role of motivation in the learning process.
Chapter 2: Methodology - describes in detail the participants and all instruments employed by the researcher as well as procedure to collect and analyze data
Chapter 3: Findings and discussions - presents results of data analysis and discussion of the findings
PART C: CONCLUSION - Presents the conclusion of the study, some further implications for teaching, along with the limitations and suggestions for further study
LITERATURE REVIEW
Theoretical background
Grammar is fundamentally defined as a collection of rules that dictate how words and groups of words are organized to create correct sentences in a specific language, as noted by Penny Ur (1991) This concept extends to smaller units like phrases, individual words, and affixes Moreover, grammar encompasses both structure and meaning, indicating that a grammatically correct sentence must effectively convey meaning while adhering to the rules of the target language.
Grammatical competence is a key component of the communicative competence theory proposed by Canale and Swain (Gao, 2001) The focus on teaching and learning grammar in a language is essential for enhancing learners' grammatical skills As noted by Orwig, this development is crucial for effective communication.
Grammatical competence enables individuals to identify and utilize the unique grammatical structures of a language for effective communication Therefore, learners must master these structures in practical contexts to convey messages accurately They should focus on acquiring knowledge, skills, and expressions that adhere to grammatical correctness (Díaz-Rico & Weed, 2010).
Blended learning, also known as hybrid learning, combines face-to-face classroom experiences with online learning, enhancing educational delivery (Garrison & Kanuka, 2004; George-Palilonis & Filak, 2009) This approach addresses diverse student learning styles by integrating traditional and digital content, which can effectively engage more learners through varied instructional methods Research indicates that blended learning improves student attitudes and reduces negative emotions towards subjects, while also boosting their confidence in their abilities (Woodall, 2012; Cascaval et al., 2008) Furthermore, pre-class readings and electronic discussions have been shown to positively influence academic achievement (Hwang, 2011).
(Retrieved from http://www.greeleyschools.org/Page/13456)
There are four primary models of blended learning: Rotation, Flex, A La Carte, and Enriched Virtual The Rotation model further includes four distinct sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation.
The Rotation model is an educational approach where students rotate through various learning modalities, including online learning, based on a fixed schedule or teacher's selection This model encompasses several variations: Station Rotation allows students to experience different learning stations within a classroom; Lab Rotation involves moving to a computer lab for online learning; Flipped Classroom replaces traditional homework with online learning done off-site, while class time is dedicated to teacher-guided practice; and Individual Rotation features personalized schedules tailored to each student by the teacher.
2 Flex model — Most of the curriculum is delivered via a digital platform and teachers are available for face-to-face consultation and support
3 A La Carte model — a course that learners take entirely online to accompany what they are having at a brick-and-mortar school or learning center The teachers for the A La Carte course are the online ones
4 Enriched Virtual model — a course in which students have required face-to-face learning sessions with their teachers and then are free to complete their remaining coursework remote from the face-to-face teacher The Enriched Virtual model differs from the Flipped Classroom because in Enriched Virtual programs, students seldom meet face-to-face with their teachers every weekday It differs from a fully online course because face-to-face learning sessions are required
Figure 2: Models of blended learning
(From http://www.christenseninstitute.org/blended-learning-definitions-and-models/)
It has been widely believed that motivation is necessary for most fields in life Without motivation, it is harder to make efforts to obtain the goals (Johnstone,
Motivation, as defined by Martin (2003), refers to the energy and drive students possess to learn and achieve, highlighting that it is both learnable and changeable Similarly, Ellis (1994) emphasized that motivation encompasses the efforts learners invest in acquiring a language, driven by their intrinsic need or desire to learn.
Motivation can be categorized into intrinsic motivation and extrinsic motivation (Ryan & Deci, 2000)
Intrinsic motivation refers to the internal drive to engage in activities for the sheer enjoyment of them, leading students to study for the sake of learning itself In contrast, extrinsic motivation arises from external factors, prompting students to study primarily for rewards such as praise from teachers and peers, good grades, or other forms of reinforcement provided by others.
Research highlights the crucial distinction between intrinsic and extrinsic motivations, significantly impacting mental and educational practices Studies indicate that intrinsic motivation plays a vital role in fostering success, suggesting that educators should prioritize strategies that enhance learners' intrinsic motivation to learn.
1.1.3.3 Roles of motivation in teaching and learning a language
Three key factors influence language teaching and learning: age, personality, and motivation According to Cook (2000), motivation stands out as the most crucial element in second language acquisition (SLA) and overall language learning.
In summary, intrinsic motivation drives individual learning, yet it can be influenced by external factors When educators effectively foster student motivation in their teaching methods, it leads to increased enthusiasm and greater success in the learning journey.
Flipped teaching, also called ‗flipped classroom‘ or ‗inverted classroom‘ (Strayer,
In a reversal of traditional teaching methods, the flipped classroom model allows students to access new material, such as lecture videos or PowerPoint slides, outside of class Class time is then dedicated to engaging in follow-up activities that reinforce learning (Brame, 2013).
Figure 3: Key elements of a flipped classroom
(from http://www.uq.edu.au/tediteach/flipped-classroom/what-is-fc.html)
Inverting the classroom, as defined by Lage, Platt, and Treglia (2000: 32), involves shifting traditional classroom activities outside and vice versa This innovative approach leverages learning technologies, especially multimedia, to create unique learning opportunities that are unattainable through conventional media.
Baker, (2011:2) suggested a similar concept and he called the flipped classroom
Previous studies
To lay the background for the thesis, several related previous - studies have been reviewed and presented below
Strayer (2007) investigated the impact of classroom structure on learning environments by comparing a flipped classroom with an intelligent tutoring system (ITS) to a traditional lecture/homework model in college-level introductory statistics courses In the flipped classroom, lecture content was delivered outside of class, while students in the traditional setting attended lectures and completed homework from textbooks The study utilized the College and University Classroom Environment Inventory (CUCEI) to assess students' preferences and experiences, alongside qualitative data from field notes, interviews, focus groups, and reflections Analysis of the data revealed that students in the flipped classroom reported lower satisfaction regarding their orientation to learning tasks, with the diverse activities leading to a sense of unsettledness not experienced by those in traditional classrooms.
A study by George-Palilonis and Likak (2009) revealed a significant disparity in comprehension and confidence among students in a flipped classroom compared to traditional settings Many students reported that increased group work fostered greater motivation, understanding, and interest in the subjects They appreciated the opportunity for direct teacher assistance during practice, highlighting a key advantage of the flipped classroom model Overall, the findings indicated that flipped classroom instruction positively influenced students' attitudes and perceptions regarding their classwork.
In his 2012 research titled "The Use of Flipped Classroom in Foreign Language Teaching," Başal examined the implementation of the flipped learning model in the "Advanced Reading and Writing I" course at Yıldız Technical University Utilizing Wallwisher, a Web 2.0 tool, he gathered students' opinions and discovered that most students had a positive attitude towards this innovative approach Başal highlighted that flipped learning extends beyond simply assigning lecture videos for home viewing; it also requires selecting engaging classroom activities to enhance the learning experience The study concludes with practical suggestions for effectively flipping classrooms.
- Pay attention to students‘ learning styles and then elect suitable activities based on the learning styles of the students
- Learn to use basic technological tools and integrate the appropriate web 2.0 tools
- Prepare carefully what to the inside and outside the classroom and use an LMS (Learning management system) to integrate the two sides
- Use a wide range of activities to engage all of the students
Nicolosi (2012) explored the flipped classroom method in grammar lessons as an alternative approach to traditional lecturing in language classes He argued that this method encourages students to transition from passive to active learning Through a detailed analysis, he outlined both the advantages and disadvantages of implementing the flipped classroom approach Ultimately, Nicolosi concluded that merely flipping parts of a lesson does not guarantee improved outcomes; it is crucial to be intentional about when to use this method and to clearly communicate its benefits to students.
Dill (2012) conducted a two-week action research study on the impact of flipped teaching on student achievement and engagement in a 7th Grade French I classroom, focusing on homework completion, behavioral interventions, grammar proficiency, and writing proficiency The study involved 43 students divided into a control group (Group B) and an experimental group (Group F), comparing the effects of flipped teaching before and after the intervention Results indicated that students could access instruction online, leading to improved engagement and homework completion, while behavioral issues decreased Additionally, there were significant increases in average class grades for grammar and writing, with students performing better on assessments and maintaining good behavior during flipped lessons These findings suggest that flipped teaching is a valuable approach for 21st-century educators.
Mousel (2013) explored the effectiveness of the Flipped Classroom model in a High School Mathematics setting, focusing on twenty-two high school juniors in an International Baccalaureate Standard Level math class During a unit on trigonometry, students received instruction through this innovative approach and subsequently completed a ten-item survey that included both Likert-scale and open-ended questions about their perceptions, attitudes, and beliefs regarding their competency in math The findings indicated positive outcomes, highlighting increased student motivation in mathematics and a greater awareness of the benefits of flipped teaching in their learning process.
Many students reported minimal challenges, although some struggled with the hands-on approach due to varying learning styles, distractions during group work, unengaging videos, and adapting to a new learning method In contrast, 13 students highlighted group work, hands-on activities, and classroom projects as the most enjoyable elements, noting that the flipped teaching model provided greater freedom, valuable experiences, and an enjoyable learning atmosphere.
Summary
This chapter reviews English-language research on flipped teaching in language classrooms, highlighting its effects on teaching grammar, which is crucial for the researcher’s context However, the existing studies primarily focus on higher education students, leaving a gap in understanding its impact on young learners Additionally, the effectiveness of this method may vary across different environments Therefore, the researcher aims to investigate the effects of flipped teaching in her specific setting to enhance the current situation.
For successful research in flipped teaching, educators must recognize that it involves more than just providing videos and materials before class; thorough preparation and engaging delivery are essential to capture students' interest Additionally, teachers should focus on incorporating diverse activities in the classroom to improve students' grammatical skills effectively.
METHODOLOGY
Rationale for choosing action research
Action research has a long-standing history among scholars and researchers, primarily conducted within educational environments This process enables educators to critically assess and improve their teaching methods by employing action research techniques (Watts, 1985:118).
Action research, as defined by Nunan (1992), is a problem-focused methodology aimed at addressing specific situations, with the primary goal of finding solutions to identified issues This approach encourages teachers to adapt and apply existing ideas within their teaching environments, ultimately enhancing their practices.
―solution-oriented investigation‖ (Kemmis & McTaggart, 1982), also a collaborative activity among educators and colleagues seeking solutions to their real problems in their teaching, and then finding measurements to improve the situations
Many researchers have adopted action research strategies due to their practical and critical nature (Wisker, 2001) Cohen and Manion (1980) suggest that action research is ideal for teachers facing specific challenges in their classrooms, enabling them to implement necessary changes In my experience, after working with my students for a short time, I noticed their struggles with English grammar, which consumed valuable class time and limited opportunities for language practice To address this issue effectively, immediate action through action research is essential, as it benefits both the teacher and the students.
The researcher and their students engage in a critical examination of the classroom environment, aiming to address existing challenges for the purpose of pedagogical development, as highlighted by Gibbs (1995:125).
The author of this paper conducted her action research for her thesis entitled “A study on teaching grammar with the use of flipped teaching to students from 8 -
10 years old at PoPoDoo English Center” in a period of 8 weeks on 2 classes
The action research adapted 7 primary steps proposed by Mc Bride & Sckotak (1989)
(1) Identifying problem and collecting initial data (Week 1)
The initial step involves the researcher thoroughly examining the existing issues faced by students To validate these concerns, a pre-test assessing both written and spoken English grammar was conducted The main objective of this assessment was to pinpoint the specific grammatical challenges encountered by students and to evaluate their overall grammatical proficiency.
(Adopted and adapted from McBride & Sckotak, 1989)
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 videos, alongside utilizing technology This process also involves dedicating time to search for relevant materials and develop comprehensive lesson and intervention plans.
(4) Implementing the action plan (week 3 –week 6)
During this period, the action plans were effectively implemented, allowing the author and participants to meet twice a week due to the students' schedule of two lessons per week Consequently, the author provided the prepared materials one or two days following each class session.
(5) Collecting data to monitor changes (post-data) (week 7)
The researcher analyzed the effects of the action by examining the collected data To finalize her data collection, she held a meeting with participating students, which lasted approximately 120 minutes This session included 100 minutes dedicated to a post-test, encompassing both written and spoken assessments, and 20 minutes allocated for interviews.
The researcher analyzed the post-data in relation to the pre-data to address the research questions This action research project led to the identification of additional questions, forming the foundation for the next cycle of research.
A study was conducted with twenty-four students aged 8 to 10 at PoPoDoo English Center in Hanoi, all of whom had been learning English for over six months Prior to this, most had limited exposure to the language The students generally enjoy English, particularly speaking and singing songs, and recognize the importance of completing homework before class However, their enthusiasm wanes during grammar lessons, leading to boredom and a loss of focus, which results in a notably quieter classroom atmosphere during these presentations.
Regarding their family‘s economic status, most students live at the center of Hanoi with good living standards Each has at least one laptop or a computer with Internet connection.
Data collection instruments
The researcher employed the following instruments: Class observation, pre-test and post-test, and interview a/ Class observation
During the in-class teaching period, observations were conducted to assess the performance of selected participants on grammar tasks and to evaluate the overall classroom atmosphere during grammar lessons This initial data provided insights into the effectiveness of the activities and their suitability for the students' level, offering valuable implications for future improvements.
The observation was guided by five key questions, with the first four utilizing a Likert scale for responses The observer rated each sub-statement from 1 (strongly disagree) to 4 (strongly agree) Additionally, question five aimed to identify ongoing issues within the classroom (refer to Appendix 1) Furthermore, pre-test and post-test assessments were conducted to evaluate changes in understanding.
Two distinct English tests were created to evaluate the development of students' grammatical competence before and after the treatment The pretest, administered at the course's onset, served as a benchmark for comparison with the post-test results The post-test, conducted at the course's conclusion, aimed to assess learners' achievements following the intervention, thereby revealing the overall effectiveness of the treatment.
The tests assessed the students‘ written and spoken skills Both tests were equivalently structured with 20 questions (written) and 10 questions (spoken) to ensure the reliability (see Appendix 2 and 3)
The written tests included three types of exercises: Choosing the best answers (10 questions), building the sentences (5 questions), finding and correcting the mistakes
(5 questions) Those items cover all the grammar items that were taught during the period The test allowed time was 30 minutes
The spoken tests were designed to test the students‘ speaking competence, especially their grammatical competence in speaking in particular c/ Interview
Face-to-face interviews allow interviewers to leverage social cues like voice and body language, making them effective for gathering in-depth data on participants' attitudes, challenges, needs, and recommendations After an open discussion between teachers and students, a semi-structured interview was conducted to accommodate the young learners, enabling them to express their thoughts more comfortably Given their limited proficiency in English, the interviews were conducted in Vietnamese, with notes taken in the same language and later translated into English by the researcher To ensure the validity and reliability of the findings, a professional translator verified the translation.
Six randomly-selected students were interviewed based on their volunteering There were four questions eliciting their responses to the newly applied method (see Appendix 4).
A Summary of data collection procedure
The data collection procedure involved several key steps Initially, a pre-test was conducted in the first week to establish baseline quantitative results regarding students' grammatical competence Throughout the research period, direct observation allowed the researcher to monitor classroom activities From weeks 3 to 6, a flipped teaching action plan was implemented to enhance learning In week 7, a post-test was administered to assess improvements in grammatical competence following the intervention The final week was dedicated to marking the post-test results.
2.6 Study timetable and data analysis
Here is the timetable of the study:
Week 1: Problem identification and initial data collection
Week 3 (action week 1): Singular and plural nouns
Week 3 (action week 1): Present simple of Be: affirmative and negative
Week 4 (action week 2): Prepositions of Location
Week 4 (action week 2): How many? There is/ There are…
Week 5 (action week 3): This/ That/ These/ Those
Week 5 (action week 3): Possessive adjectives
Week 6 (action week 4): Present simple with I, you, we, they
Week 6 (action week 4): Present simple with he, she, it
Week 8: Analysis of post-data
FINDINGS AND DISCUSSION
Data from pre-test
The students underwent assessments in both written and spoken formats, focusing on all targeted grammatical elements These tests were evaluated by the teacher/researcher Analysis of the pre-test scores revealed that there were no failing marks (below 5), indicating a positive outcome.
The researcher divides the test result into three groups of marks: Excellent (mark 9-
10), good (mark 7-8,5) and average (mark 5-6,5) The pre-test results are demonstrated in the following chart
Figure 7: Students’ written pre-test results
The majority of students scored an average on the written pre-test, while a smaller number achieved good and excellent marks, with respective figures of 11 and 8.
The results indicate that there are no students who are weak in English, as the overall findings are not disappointing However, a closer examination of the test performance reveals that most students struggle with exercises 2 and 3, which test their understanding of grammar rules In exercise 2, many students exhibit confusion and make errors in word order, while in exercise 3, a significant number fail to identify and correct mistakes.
In the spoken test, students were asked some interactive questions In general, they can somehow answer the questions The results are illustrated in the table below:
1 It‘s an easy question; However, 8 students missed the sound /z/
2 All students could answer the questions Among them, 17 students couldn‘t give full answers They only responded ―six‖ Unfortunately,
19 students missed the sound of /z/ in cars
Many students find the question straightforward, yet it confuses a significant number of them who struggle to understand its requirements, necessitating the teacher to clarify the task.
4 Many of the students could use the correct prepositions Some
(exactly two) made a mistake by using ―on the table‖, instead of
―under the table‖ Only one stayed silent
5 For this question, all were able to use the correct preposition ―on‖, but many of them could not find the word ―wall‖
6 They could count the eggs, but not all could use the correct structure
In the context of counting eggs in baskets, it's important to remember to add an "s" when referring to multiple eggs This detail highlights the significance of accurate counting, as it can lead to confusion or errors in understanding the total number of eggs present.
Many students found the seven questions challenging, particularly those with multiple-choice options like "this," "that," "these," and "those." Unfortunately, none of the students managed to answer all questions correctly, often overlooking key details.
―s‖ after ―cat‖; sometimes, they used ―this cats‖ instead of ―these cats‖; sometimes they used ―this‖ while the must use ―that‖
8 All of the students, except five, use the adjective possessive ―my‖ for the situation
9 and 10 Only four students were able to describe the picture correctly The rest lacked vocabulary and failed to use present simple tense
Table 1: Results on spoken test (pre-test)
Data from post-test
The post test was equivalently structured compared to the pre-test
The researcher categorized the written post-test results into three groups based on marks: Excellent (9-10), Good (7-8.5), and Average (5-6.5) The findings are illustrated in the accompanying chart.
Figure 8: The student’s results in the post-test
It is an outstanding feature that the number of good marks ranks the first place with
12 students, which is followed by excellent and average ones with 5 and 7 students, correspondingly
And to clearly see the changes of the results in the pre and post-test, let‘s look at the comparison chart below
Figure 9: Comparison of students’ results in the pre and post-test
A comparison of the two results reveals a slight change, with no variation in the number of students achieving excellent marks However, there is notable progress as the number of good marks increases by 4, while the average marks significantly decline from 11 to 7.
The spoken test features interactive questions that mirror those found in the pre-test, typically demonstrating noticeable improvement in responses The detailed results are presented in the table below.
1 This question seems not to be a problem; due to repeated practice in the class, the number of students who missed sound /z/ in ―is‖ was very small, specifically 3
2 Like in the pre-test, all students could answer the questions Now, they did not forget to give full answers
3 Although the question still caused some confusion to students, more of them (10 students) could respond the question than they did in the pre-test (5 students)
4 All of the students could use the correct prepositions No one kept silent Some could not make a full sentence
5 All of the students could use the correct prepositions No one kept silent Some could not make a full sentence
A total of 11 students miscounted the balloons, but they positively provided complete responses beginning with "there are."
Most students were able to distinguish between the different determiners, but four students still made errors with the verb "to be." For instance, some incorrectly stated, "these is my cats."
8 All of students gave the correct answer
9 Most of the subjects could make the core sentence ―My family often has breakfast‖ Only 17 out of 24 could add ―at 8:30‖
10 There is a problem Many did not use the right verb ―do morning exercise‖ Instead of that, they said ―I often exercise at 6 o‘clock
Table 2: results on the spoken test (post-test)
The spoken test revealed that most students were able to respond effectively to questions, demonstrating a better understanding of the teacher's prompts, with many exhibiting confidence through their body language and intonation However, the less proficient students struggled to make significant progress, remaining shy and not benefiting much from the lessons, despite having been taught the material, indicating a tendency to forget what they learned.
Summary of findings
In this chapter, the researcher examined the data from the action research, focusing on the pre-test results and observations to identify issues related to boredom and ineffective English grammar learning The findings revealed that participants at PoPoDoo Center exhibited low English grammatical competence and a lack of interest in learning grammar Consequently, the study's hypothesis was established based on these insights.
Using flipped teaching could raise the students’ English grammatical competence (measured by the pre- and post – test) and motivation in the classroom
An action research project was conducted to evaluate the effectiveness of a flipped teaching approach in English lessons Data was collected through post-tests and interviews, allowing for a comparison between initial and post-intervention stages The findings indicated that flipped teaching significantly improved students' English grammar learning and enhanced the classroom atmosphere, although further enhancements are needed in subsequent cycles Consequently, the study supported the initial hypothesis.
Implications for teaching
This paper highlights the substantial effects of flipped teaching on students' grammatical competence and motivation in learning grammar The researcher aims to offer practical implications that can improve the effectiveness of this method in teaching English grammar.
To effectively implement the flipped teaching method, educators must understand the theories of teaching young learners Surprisingly, research revealed that many students were unaware they were learning English grammar, as they simply followed the teacher's instructions Some educators argue that this is a natural way for children to acquire English The research highlights that young learners thrive when engaging with language playfully Therefore, teachers should create a playful learning environment by incorporating games, cartoons, videos, and stories to enhance student engagement and comprehension.
For effective language learning, consider incorporating engaging educational videos like "Gogo Loves English" and "Muzzy." "Gogo Loves English" is a cartoon series designed to enhance communication skills through controlled structures, making it easy for students to begin their English journey Each unit introduces new concepts in an enjoyable manner, complemented by activities that promote listening, reading, and conversation practice Meanwhile, "Muzzy in Gondoland," originally produced by the BBC, is an animated film that captivates learners with its entertaining narrative, making language acquisition both fun and effective.
1986 as a way of teaching English as a second language
Having connection with students through the use of an LMS integrated with other web 2.0 tools providing engaging activities is also important
Teachers may use some funny games which can make the lesson more fun and attractive
In this educational model, teachers play a crucial role in guiding students and providing advance materials, while parents are responsible for addressing challenges related to computer access and task reminders Prior to implementing this approach, teachers must communicate with parents to ensure they have internet access and comprehend their children's assignments For students lacking a wireless connection at home, video materials can be converted to DVDs for easy access on home DVD players.
Motivation in students can fluctuate, and when they show disinterest in watching educational videos, it's crucial for parents and teachers to encourage them to review the material Ideally, parents should engage with their children by watching the videos together or practicing English through interactive play at home.
Attracting students to watch humorous cartoons related to their lessons has been found to foster learner autonomy Teachers should enhance this autonomy in the classroom by incorporating a variety of engaging activities and providing well-prepared materials for students to explore at home However, it is crucial that this approach is implemented judiciously, as excessive use in the curriculum may diminish its effectiveness.
A summary
This last chapter is to deliver the conclusion of the study Afterwards, limitations of this research are critically addressed The final section proposes suggestions for future research
The flipped teaching method is increasingly recognized as a valuable educational approach, particularly in grammar instruction, benefiting both educators and students However, it should not be seen as a means to eliminate grammar lectures from the classroom Grounded in the theoretical frameworks of grammar, flipped teaching, and motivation, an 8-week action research study was conducted to explore the effectiveness of this method in enhancing young learners' grammatical competence and motivation during English grammar lessons.
Research indicates that students involved in the treatment period showed significant improvements in their grammatical competence during both written and spoken assessments The engaging classroom activities fostered a natural acquisition and practice of grammar rules among students Additionally, the flipped-teaching approach allows learners to manage the theoretical aspects of lessons more effectively Since students progress at different rates, having access to instructional videos at home enables them to control their learning pace and revisit content as needed This autonomy encourages active participation and enhances their overall learning experience.
According to Wolk (2011), increased educational opportunities for young people, both in and out of school, significantly enhance their chances of discovering a successful pathway that aligns with their individual needs and talents.
While the findings of this paper may not be as persuasive as previous studies, they are significant given the study's scope and context Flipped teaching is a relatively new approach in Vietnam, with limited prior research in the area The author believes that this method holds potential for enhancing grammar instruction and, if further research supports these findings, it could greatly benefit EFL educators by improving young learners' grammatical competence and interest in grammar In conclusion, EFL teachers should recognize that flipped teaching is a feasible and effective alternative for teaching grammar to young learners.
Limitations
This study acknowledges several limitations, primarily due to its small sample size of just twenty-four students over a brief period Additionally, the researcher’s inexperience and limited knowledge in applying the flipped teaching method for grammar instruction may have impacted the results, as this was her first attempt at utilizing this approach.
Suggestions for further study
Future research should involve a larger participant pool and extend over a longer duration to enhance the reliability of the findings.
Researchers exploring flipped teaching should investigate its impact on learner autonomy, a crucial aspect of English Language Teaching (ELT) theory.
Başal, A (2012) The Use of Flipped Classroom in Foreign Language Teaching
The 3 rd Black Sea ELT Conference “Technology: a bridge to Language Learning”,
8-12 Retrieved from http://ydyo.omu.edu.tr/files/ydyo/files/Book%20of%20Proceedings(1).pdf
Baker, J W (2011) The origins of “The Classroom Flip” Unpublished manuscript, Department of Media & Applied Communications, Cedarville University, Cedarville, OH
Bergmann, J & Sams, A (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day Washington, DC: International Society for Technology in
Brame, C (2013) Flipping the classroom Center for Teaching, Vanderbilt
University Retrieved 3 rd September from http://cft.vanderbilt.edu/guides-sub- pages/flipping-the-classroom/
Cameron and Pierce (1994) conducted a meta-analysis examining the relationship between reinforcement, reward, and intrinsic motivation, highlighting the complexities of how external rewards can influence internal motivation Similarly, Cascaval et al (2008) evaluated the advantages of offering archived online lectures to traditional math students, finding that such resources can enhance learning outcomes and engagement in a classroom setting Both studies contribute valuable insights into educational practices and the factors that drive student motivation and success.
Cohen, Louis & Manion, Lawrence (1980) Research methods in education London: Croom Helm
Cook, V (2000) Linguistics and Second Language Acquisition Beijing: Foreign Díaz-Rico, L T & Weed, K Z (2010) The crosscultural, language, and academic development handbook: A complete K-12 reference guide (4th ed.) Boston: Allyn
Dill, E M (2012) The impact of flip teaching on student homework completion, behavior, engagement, and proficiency Completed to meet the requirements of
University of New England MS Ed Program Retrieved from https://www.lessonpaths.com/learn/mmHosted/64517
Ellis, R (1994) The Study of Second Language Acquisition Oxford: Oxford
Gao, C Z (2001) Second language learning and the teaching of grammar Education, 2, 326- 336
Garrison, D.R & Kanuka, H (2004) Blended Learning: Uncovering Its Transformative Potential in Higher Education Internet and Higher Education,
7(2), 95-105 Retrieved from http://www.anitacrawley.net/Resources/Articles/GarrisonKanuka2004.pdf
Gibbs, D (1995) The Society for Research into Higher Education and Open University press Celtic Court, Bukingham
George-Palilonis, J., & Filak, V (2009) Blended learning in the visual communications classroom: Student reflections on a multimedia course Electronic Journal of e-Learning, 7(3), 247-256
Hwang, W (2011) The effects of pre-reading and sharing mechanisms on learning with the use of annotations Turkish Online Journal of Educational Technology,
Johnstone, K (1999) Research on language learning and teaching: 1997-1998
Kemmis, S., & McTaggart, R (1982) The Action Research Planner Victoria,
Lage, M J., Platt, G J., & Treglia, M (2000) Inverting the classroom: A gateway to creating an inclusive learning environment The Journal of Economic Education, 31(1), 30-43
Martin, A.J (2003) How to motivate your child for school and beyond Sydney: Bantam
Mc Bride, R & Schostak, J (1989) Action research Retrieved from http://www.enquirylearning.net/ELU/Issues/Research/Res1Ch4.html
Mousel, A (2013) Flipping the High School Mathematics Classroom Studies in
Teaching 2013 Research Digest, 61-66 Retrieved from http://files.eric.ed.gov/fulltext/ED543854.pdf
Nicolosi, A (2012) Grammar Lessons with the Flipped Classroom Method The 3 rd
Black Sea ELT Conference “Technology: a bridge to Language Learning”, 13-17
Retrieved from http://ydyo.omu.edu.tr/files/ydyo/files/Book%20of%20Proceedings(1).pdf
Nunan (1992) Research methods in language learning Cambridge University
Orwig, Carol J (1999) Guidelines for a Language and Culture Learning Program
Retrieved February 6 th , 2014 from http://www-
01.sil.org/lingualinks/languagelearning/OtherResources/GudlnsFrALnggAndCltrLr nngPrgrm/contents.htm
Pacansky-Brock, M (2012) Best practices for teaching with emerging technologies Londo, UK: Routledge
Penny Ur (1991) A course in Language Teaching Edinburgh: Cambridge
Ryan, R M., & Deci, E L (2000) ―Intrinsic and Extrinsic Motivations: Classic definitions and new directions‖ Contemporary Educational Psychology, 25, pp
In his 2007 doctoral dissertation, J F Strayer examines the impact of the flipped classroom model on the learning environment, comparing traditional classroom activities with those in a flipped classroom that incorporates an intelligent tutoring system The study highlights how this innovative approach alters student engagement and learning outcomes, emphasizing the benefits of active learning and personalized instruction in educational settings.
University Retrieved from http://etd.ohiolink.edu/view.cgi?acc_num=osu1189523914
Strayer, J (2009) Inverting the classroom: A study of the learning environment when an intelligent tutoring system is used to help students learn Lightning
Watts, H (1985) When Teachers are Researchers, Teaching Improves Journal of Staff Development, 6 (2), 118-127
Wisker, G (2001) The postgraduate research handbook: Succeed with your MA, MPhil, EdD and PhD Basingstoke: Palgrave Macmillan
Wolk, R A (2011) Wasting minds: why our education system is failing and what we can do about it Alexandria, VA: ASCD
I don't know!
This class observation is designed for my study “A study on teaching grammar with the use of flipped teaching to students from
8 to 10 years old at PoPoDoo English Center”.
For each criterium, the researcher ticks (v) into the column with the corresponding mark from the lowest mark (mark 1) to the highest mark (mark 4)
1: Strongly disagree 2 Disagree 3 Agree 4 Strongly agree
1 They watch the videos before the class
2 They are involved in follow-up activities
3 The class atmosphere is motivating
4 Students can apply grammar (in videos) in class practice
APPENDIX 2 ENGLISH TEST 1 (PRE-TEST)
Full name: ……… Class: ………… Time allowed: 30 minutes
1 I and my friend ……… in the garden now
A sister - brother B brothers - sister C sisters - brother
3 He ……… badminton on Sunday morning
4 Lily has a hat ……… hat is red
5 Marie ……… in the living room now
6 How many tables ……… in your classroom?
A are there B.is there C there are
7 Let‘s draw five stars ……… the table
A is not B are not C am not
9 ……… pencils are black ……… pencils are yellow
A These/ Those B This/ That C These/ That
A get up B gets up C getting up
II Rearrange these following words to make sentences
1 How many / students/ your/ class/ are/ there/ in?
2 She/ to/ goes/ school/ the/ at/ 7am
3 I/ see/ kites/ beautiful/ in/ sky/ the
4 These/ oranges/ and/ are/ those/ are/ apples
III Underline the mistakes and correct the sentences:
2 There is twenty - two students in my class
3 How many books is there in your schoolbag?
4 They often plays football after school
5 She has some books Her‘s book are on the table
Question 2: Count and tell me
Question 3: Look at the pictures and say 2 sentences about it One affirmative, one negative
Question 4: Answer my question “Where is the dog?”
Question 5: Answer my question “Where is the picture?”
Question 6: Answer my question “How many eggs are there in the basket?”
Question 7: Point and talk about the picture using “This/ That/ These/ Those”
Question 8: Pretend to be the girl and say:
Question 9: Use present simple to describe the picture
Question 10: Use present simple to describe the picture
APPENDIX 3 ENGLISH TEST 2 (POST-TEST)
Full name: ……… Class: ………… Time allowed: 30 minutes
A rulers - pencil B ruler - pencil C rulers - pencils
3 My mother ………… in the kitchen
4.I have a red pencil ………… pencil is in the pencilbox
5.The students ………… in the classroom
6 How many strawberries ………… on the table?
A there are B is there C are there
7 There is an oven ………… the kitchen
8 My students ………… nine years old They are eight
A is not B are not C am not
9 ………… girl is short …………girl is tall
A This/ Those B This/ That C Those/ That
10 After dinner, they ………… television or ………… computer games
A watch/ play B watchs/ play C watch/plays
III Rearrange these following words to make meaningful sentences:
6 How many/ there/ are/ people/ your/ family?
There/ 4/ people/ in/ are/ my/ family
7 I/ my brother/ watch/ TV/ 7pm/ at/ and
8 I/ see/ under / a/ cat/ small/ the/ chair
9 This/ is/ her/ Lan/ and/ that/ is/ teacher
III Underline the mistakes and correct the sentences:
7 There are an apple on the table
8 How many boy are there in your class?
9 She often go swimming in the summer
10 This is Peter and that is his‘s brother
Question 2: Count and tell me
Question 3: Look at the pictures and say 2 sentences about it One affirmative, one negative
Question 4: Answer my question “Where is the ball?”
Question 5: Answer my question “Where is the girl?”
Question 6: Answer my question “How many balloons are there?”
Question 7: Point and talk about the picture using “This/ That/ These/ Those”