INTRODUCTION
Rationale
Creating an environment that fosters self-reliance and enthusiasm for learning among students is a challenge faced by the government, the education ministry, and educators alike Over the past decade, the Vietnamese government has prioritized and supported online training initiatives According to Ambient Insight Research, Vietnam experienced one of the highest e-learning growth rates globally, reaching 44.3% annually in 2014.
According to the latest report from the Vietnam E-Commerce Department, there are between 37 to 40 million Internet users in Vietnam, with individuals averaging around 2 hours of daily Internet access This usage accounts for 31.5% of the total media consumption time and is particularly rising among the youth demographic.
To engage young learners in the digital age, it is essential to adopt innovative teaching methods that replace outdated practices By implementing the reversible or flipped teaching method in English instruction, we can capture students' interest and foster a spirit of active learning.
The flipped classroom model emphasizes a student-centered learning environment, prioritizing engagement and collaboration over traditional teacher-led instruction According to Kain (2002), student-centered approaches are rooted in constructivist theories, where knowledge is co-constructed through active participation in meaningful activities By utilizing video lectures to prepare students for upcoming classwork, the traditional lecture component is removed, allowing for more interactive in-class experiences focused on problem-solving and cooperative learning.
The traditional education system, characterized by teacher-centered programs and reliance on lectures and printed textbooks, has evolved significantly due to advancements in technology Approximately ten years ago, the concept of a flipped classroom seemed challenging, but it is now an effective approach that enhances students' learning experiences By incorporating Internet-based learning practices, teachers can create engaging content through videos, PowerPoint presentations, and online training portals This innovative method allows students to learn at their own pace and prepare questions for classroom discussions, ultimately broadening the scope and variety of their educational experience.
In short, on the basis of theory and practice, the application of flip teaching has the ability to bring about a change in students‟ active learning positively.
Aim and objectives of the study
The study aimed at improving the students‟ active learning spirit at a high school in Hanoi through the applying flip teaching
This overall aim was specified into the following objectives:
1) To examine the students‟ improvement in their active learning when instructed with the flip teaching method
2) To identify what the teacher should take into considerations in enhancing the students‟ active learning when applying the technique
3) To investigate the students‟ attitudes towards the flip teaching method.
Research questions
1 To what extent does the students‟ active learning improve through flip teaching method?
2 What should the teacher consider when applying the flip teaching method to improve the students‟ active learning?
3 What are the students‟ attitudes towards the application of the flip teaching method to improve their active learning?
Scope of the Study
This study involves 47 students in a class at a high school in Hanoi Therefore, applying the flip teaching method for other grades would be beyond the scope.
Methods of the Study
This action research study focused on 17-year-old high school students in Hanoi, aiming to assess the enhancement of students' active learning spirit To achieve this, a combination of surveys, group interviews, and teaching diaries was utilized throughout the research process The analysis of data gathered from these methods revealed a significant improvement in the overall active learning engagement of the students.
Significance of the Study
This study aims to identify effective teaching methods that promote active learning among students, particularly through the use of the Flip teaching method The findings will provide valuable insights for English teachers, helping them enhance their instructional practices Additionally, recommendations will be made on the most effective combinative methodologies discussed, aimed at improving students' skills.
The organization of the Thesis
The study contains five chapters:
Chapter 1 is the Introduction, which presents the rationale, aims, objectives, research questions, scope, significance and design of the study
Chapter 2 is the Literature Review reconsidering theoretical issues related to the natural of active learning, traditional teaching method, non-traditional teaching method - Flip teaching method, the importance of teaching method and some activities as well as previous studies on the use of Flip teaching method in order to improve students‟ learning
Chapter 3 expresses the Methodology of the Study, comprising the background information of the context where the study is conducted, the subject, data collection instruments, and the procedures of data collection
Chapter 4 is the Data analysis and findings which aims at describing the analysis of data in detail and giving the summary of the findings as well as a thorough discussion of the findings of the study
Chapter 5 is the Conclusion of the study, summarizing the main issues, limitation of the current research and some suggestions for future research as well
LITERATURE REVIEW
The nature of active learning
Learning is an active process that leads to changes in behavior or knowledge through experience It involves engaging with objects, experiences, and conversations to develop mental models of the world As learners explore their surroundings, observe phenomena, interact with others, and connect new ideas with existing knowledge, they build a deeper understanding of their environment.
Learning is a dynamic process that enhances and transforms existing knowledge, serving as a foundation for future understanding As noted by Alexander (1996), an individual's knowledge base acts as a scaffold, supporting the ongoing construction of new learning experiences.
Learning is inherently a social activity that transcends individual experiences, as it occurs within a complex social environment It involves interactions among people, the tools they utilize, the language they communicate, and the cultural contexts they inhabit This perspective emphasizes that knowledge is collaboratively constructed by participants engaged in the learning process.
Learning occurs in a genuine context, allowing learners to engage with relevant ideas and concepts based on their needs and interests (Greeno, 2006; Kolodner, 2006).
Learning requires learners‟ motivation and cognitive engagement to be sustained when learning complex ideas, because considerable mental effort and persistence are necessary
Active learning, as defined by Barnes (1989), involves engaging students in activities like reading, writing, discussions, and problem-solving that foster analysis, synthesis, and evaluation of course material Approaches such as cooperative learning, problem-based learning, and the use of case studies and simulations effectively encourage active participation and deeper understanding among learners.
Active student engagement fosters deeper thinking and enjoyment of course content This engagement can be achieved through various activities such as group work, project-based learning, interactive online tasks, and peer teaching To enhance higher-order thinking skills, students need to actively participate in and reflect on these activities.
The key principles of active learning are:
(1) The task has purpose and relevance to the students
(2) The students are able to reflect on the meaning of what they have learnt
(3) The students can negotiate goals and methods of learning with the teacher
(4) The students can critically evaluate different ways and means of learning the content
(5) The complexity of the learning tasks is comparable to professional contexts and real life
(6) The tasks are situation-driven: that is, the need of the situation is taken into consideration in order to establish the learning tasks
2.1.3 The importance of active learning
Meyers and Jones (1993, p xi) ascertained active learning as learning that allows
Students engage in active learning through various methods such as case studies, problem-solving exercises, simulations, and role-playing, which encourage them to talk, listen, read, write, and reflect on course content This hands-on approach fosters higher-order thinking skills, including analysis, synthesis, and evaluation Additionally, teachers play a crucial role in supporting learners throughout this process.
7 to commence tasks, set goals for learning, and adapt strategies for successful learning Through active learning, students become more answerable for their learning (Zimmerman, 2002)
Active learning fosters autonomous learners who can demonstrate knowledge, set learning objectives, and choose effective strategies (Dickinson, 1993) In this approach, students actively engage as partners in the learning process, while teachers serve as motivators and guides This method facilitates the transition from dependent to independent learning, as individuals tend to learn more effectively when they solve problems and make discoveries on their own (Leidner & Jarvenpaa).
1995) Rauz and College (2004) believed that active learning stimulates independent thinking and problem solving
Active learning in e-learning has been extensively studied, highlighting its significance in enhancing student engagement and learning outcomes Research by Huffaker & Calvert (2003), Donovan (2005), and others underscores the necessity of evaluating the role of active learning in teaching methodologies Understanding its importance can lead to more effective educational practices and improved student success.
Recent studies are increasingly focused on strategies to engage students and enhance their motivation to learn Researchers emphasize that fostering a sense of active learning is essential for academic progress The goal of these investigations is to uncover methods that can stimulate students' innate ability to learn actively.
Classical conditioning, operant conditioning, and observational learning are the three primary types of learning Classical and operant conditioning fall under associative learning, where connections are formed between events that happen simultaneously In contrast, observational learning involves acquiring knowledge by watching others.
Classical conditioning, or Pavlovian conditioning, is a fundamental concept in behaviorism that underpins various techniques used in behavior therapy.
While humans don't respond identically to Pavlov's dogs, classical conditioning has various practical applications For instance, dog trainers often employ classical conditioning methods to effectively train pets.
In the field of education, teachers can effectively utilize classical conditioning by fostering a positive classroom environment that alleviates students' anxiety and fear By associating anxiety-inducing situations, like public speaking, with pleasant surroundings, students can develop new, positive associations This approach helps children remain calm and relaxed instead of feeling tense in challenging situations Creating a friendly and comfortable atmosphere is further enhanced when students prepare for new lessons at home prior to class.
Operant conditioning, also known as instrumental conditioning, involves the use of reinforcement or punishment to modify behavior This learning process establishes a connection between specific behaviors and their resulting consequences, effectively influencing the likelihood of those behaviors being repeated.
One of the simplest ways to remember the differences between classical and operant conditioning is to focus on whether the behavior is involuntary or voluntary
Teaching methods
Teaching methods encompass the fundamental principles, pedagogical approaches, and management strategies employed in classroom instruction Furthermore, teaching methodology is a crucial component of the educational curriculum, addressing a vital question in teacher education.
According to Barrett, Bower, and Donovan (2007), teaching methods can be categorized into two primary approaches: teacher-centered and student-centered Each of these methods has its own set of advantages and disadvantages, and effective implementation necessitates careful preparation by the instructor.
All teaching methods possess distinct strengths and weaknesses, and for a method to be effective, it must align with the learner's characteristics and the intended learning outcomes.
Effective teaching methods stimulate student curiosity, foster engagement in learning, and cultivate critical thinking skills They also help maintain focus, promote meaningful classroom interaction, and ultimately enhance the overall learning of course content.
The traditional teaching method, also known as lecture method is very common in education In this education context, the educator can deliver the message via the
The "chalk-and-chalk" method, along with overhead projector transparencies, exemplifies a directed instruction model rooted in the behavioral learning perspective, a framework that has been utilized for decades since Skinner's work in 1938.
11 learning mode tends to be passive and the learners play little role in their learning process (Orlich, Harder, Callahan, Kauchak & Gibson, 2004)
Research by Udovic et al (2002) and Kolesnikova (2016) suggests that traditional teaching methods often fail to equip students with lasting skills and knowledge Many educators and learners have observed that these conventional approaches are largely ineffective in enhancing both teaching and learning outcomes in the classroom.
In this view, the lecture method despite its well documented limitations may not be totally discarded in favour of other teaching approaches (Edlich, 1993; Brockbank
Teaching methods globally have largely followed a similar approach, but adapting these methods to various educational contexts remains a significant challenge To enhance learning experiences, it is essential to transform traditional lecture methods into more interactive formats.
In response to increasing competitive demands, educators are focused on enhancing classroom experiences for students through innovative teaching methods Active learning has emerged as a significant approach in recent years, transforming traditional teacher-centered classrooms into student-centered environments This methodology not only promotes deeper understanding but also contributes to higher quality education, making it an effective strategy for fostering meaningful learning in higher education.
Active learning offers numerous advantages for students, including improved grades, deeper understanding of material, enhanced attitudes toward independent learning, and the development of social skills and self-efficacy (Shimazoe & Aldrich, 2010) According to Berry (2008), effective active learning is characterized by four essential elements: critical thinking, individual responsibility for learning, participation in open-ended activities, and teacher-organized learning experiences.
Active learning engages students in meaningful activities that promote critical thinking (Prince, 2004), in contrast to traditional methods where learners passively absorb information from instructors.
2.2.3 The importance of teaching methods
Teachers are now empowered to redefine their teaching methods, focusing on enhancing student learning and critical thinking To achieve this, educators must adopt innovative approaches that encourage students to engage deeply, think critically, and practice diligently, ultimately fostering their learning abilities and practical thinking skills.
Different teaching methods yield varied learning outcomes, highlighting the importance of clearly defining the knowledge and skills required in today's digital age While content comprehension remains essential, critical thinking, innovation, independent learning, and creativity are increasingly vital Selecting teaching methods that effectively foster these skills is crucial for promoting active learning and ensuring student success.
The effectiveness of online collaborative learning hinges not just on selecting the right teaching method, but also on its implementation A well-executed approach can significantly enhance student engagement and active learning, while a poorly executed one may hinder progress Thus, the choice and execution of teaching methods are crucial in fostering a productive learning environment.
13 chooses will affect the active learning of students To enhance the students‟ active learning, the teacher always needs to change the teaching styles flexibly
Implementing a new flipped teaching method can significantly enhance students' self-learning abilities Given the pressing circumstances, it is essential to establish a trial to assess this change effectively.
FLIP teaching method
Flipped teaching, also known as inverted or reverse teaching, transforms traditional learning by moving direct instruction from the classroom to individual study at home, allowing for a more dynamic and interactive group learning environment This approach, characterized by its flexible environment, learning culture, international content, and professional educators, enables teachers to implement various methodologies effectively As a result, students engage creatively with the subject matter under the guidance of their educators, fostering deeper understanding and collaboration.
In the classroom method, students engage in passive note-taking at home, often through screencasts, and then come to class prepared to actively apply the information This approach shifts the cognitive load from the teacher to the students, allowing for guided application and deeper understanding during class time.
To make it easy to understand, flipped teaching method is divided into two steps: What students might do at home in a flipped classroom and What Students might
14 do at school in a flipped classroom (Center for Teaching Innovation at Cornell University, 2017)
What students might do at home in a flipped classroom:
- Read physical or digital texts
- Participate in an online discussion
What Students might do at school in a flipped classroom:
- Skill practice (guided or unguided by teacher)
- In-person, face-to-face discussion with peers
2.3.3 Flipped Classroom Lesson Plan Template
The necessity for a new lesson plan design arises from the differentiation of educational preparation across pre-class, in-class, and post-class phases Effective lesson planning is essential not only for foundational instruction but also for various instructional styles, including integrated, differentiated, and problem-based instruction (Skowron, 2001).
For this purpose, a lesson plan form was built to help the teachers designing their lesson with Flip Classroom model (Papadakis, S., Gariou-Papalexiou, A & Makrodimos, N.(2019)
Subject Class Unit Instructor Cognitive aims Learning outcomes
Materials Short description of the teaching stages
Table 2.2: Flip Classroom Lesson Plan Template
Grade level Subject area Lesson title Time needed Teacher Number of students Prerequisite skills or knowledge
Student learning resources with a short description
(notes, books, maps, videos, presentations, websites, etc.)
Authors of the above learning material and the duration
Student learning activities at home (answering video embedded questions, solving problems, writing
16 summaries, surveys or essays, etc.)
Reviewing students‟ work prior to class
Differentiating the design of in class activities depending on the above feedback
Classroom activities (type, detailed description, duration, materials to prepare)
Summative assessment through online tests or projects
Challenging activities for high performers
Scheme theory
The study implemented flip teaching methods via website and video delivery, utilizing the twelve elements of knowledge construction through active learning in the e-learning model (Koohang, 2012) An instrument was developed to collect participants' opinions on the significance of incorporating active learning elements into their online course activities, assignments, and projects.
The items of the instrument were as follows:
Table 2.3: Knowledge construction through active learning in e-learning model
1 Higher-order thinking skills analyzing, evaluating, & synthesizing problems
3 Real world/ relevant examples using real world and relevant examples
4 Scaffolding thinking above and beyond what I normally learn
5 Self-driven goals and objectives setting my learning goals and objectives
6 Self-mediating/ control of learning self-mediating and being in control of my learning
7 Self-reflection/ awareness being self-aware and self-reflect
8 Learner‟s experience including my previous experience in solving a problem
9 Self-assessment self-assessment of my learning
10 Learner‟s representation of ideas/ concepts presenting my ideas/ concepts
11 Active engagement actively analyzing, evaluating & synthesizing multiple perspective expressed by other classmates
12 Collaborative assessment assessing everyone else‟s learning progress
In contrast to traditional classrooms where instructors deliver lectures and students take notes before completing homework at home, the flipped classroom model integrates technology to reverse this process, promoting collaborative, hands-on activities during class time This approach aligns with Scheme Theory, which highlights the importance of linking new information to existing background knowledge, essential for effective teaching and learning According to Scheme Theory, individuals comprehend new information by associating it with their prior knowledge.
Students can enhance their learning by connecting new information with their existing knowledge The flipped classroom model, supported by technology, provides students with opportunities to build and expand their understanding before class, ensuring they have the essential background knowledge needed to engage with new concepts effectively.
Classroom teaching plays a crucial role in cognitive development, primarily through the formation and variation of schemata Schema Theory can effectively explain the concept of a flipped classroom, especially when supported by technology.
Previous studies on the use of the flip teaching method
While numerous studies on the flipped teaching method exist globally, research specifically focused on its application in Vietnam remains limited This study will incorporate insights from additional authors to enhance the understanding of this educational approach in the Vietnamese context.
Bergmann and Sams (2012) were pioneers of the flipped classroom model, initially recording lessons for absent students, only to find that even those present were engaging with the videos This approach led to increased student interaction during class time They define a flipped classroom as "a dynamic, interactive learning environment where the educator guides as students apply concepts and engage creatively with the subject matter," highlighting the method's significance in promoting active learning among students.
Even with the positives of the flipped lesson, there are voices of concern (Sun,
When designing a flipped classroom, it is essential to address teacher workload and student motivation, as these factors significantly impact the learning experience Various strategies can be implemented to overcome these challenges, ultimately leading to enhanced student engagement and active learning.
In Vietnam, the flipped teaching model has been implemented in various universities and secondary schools, aided by information technology This shift in teaching methodology has garnered significant attention from the Ministry of Education and Training (MOET), educators, and teachers alike Researchers Nguyen Quoc Vu and Le Thi Minh Thanh (2017) highlight that utilizing the flipped classroom model, particularly through well-constructed questionnaires, can enhance student creativity Additionally, Tran Thi Thu Quyen (2017) explored student perceptions of the flipped classroom model via Facebook for educational purposes, indicating a growing interest in this innovative teaching approach.
The flipped classroom model has not yet been explored in relation to enhancing active learning in high school technical and natural science subjects This gap in research has motivated the investigator to identify effective learning strategies tailored specifically for Vietnamese students, aiming to elevate Vietnam's educational standards to be competitive with other countries worldwide.
Summary
This chapter outlines the relevant literature that establishes the theoretical and conceptual framework for the study It begins with an exploration of active learning, including definitions, its significance, learning models, and scheme theory Next, it examines teaching methods, their classifications, and their importance in education The focus then shifts to the FLIP teaching method, which is central to this study, detailing its definition, instructional approach, scheme theory, key activities, and related prior research Collectively, these elements serve as the foundation for action research aimed at enhancing students' active learning through the FLIP teaching method, which will be discussed in the subsequent chapter.
METHODOLOGY
Context of the study
A recent study was conducted at a newly established public school in Hanoi, which opened its doors in 2007 The school currently hosts 48 classes, staffed by 94 teachers across various subjects, and serves over 2,160 students Its curriculum is structured into two main streams: natural sciences (including mathematics) and social sciences (along with foreign languages).
The school boasts a dedicated team of 12 English teachers, each with a minimum of three years of experience, emphasizing the importance of English in student training A unique ICTs Room, funded by Korea, enhances learning through advanced information and communication technologies, including devices like computers and video conferencing tools This investment is crucial for motivating students to engage with English Additionally, the establishment of an English club provides a supportive environment for practice, while field trips abroad and English classes enable students to converse with native speakers Extra-curricular activities, such as the Youth Contest and Kella Contest, foster active learning and confidence, creating a collaborative atmosphere for both teachers and students.
English teaching and learning in the school is to get more cheerful and the quality of learning has been gradually improved
The study involved seventeen-year-old students from class 11D6 at a high school in Hanoi, comprising 32 girls and 15 boys The researcher selected these grade 11 students due to their familiarity with traditional teaching methods, which may hinder active learning Each week, the participants engaged in structured learning activities.
The course structure included three English periods in the morning, complemented by a two-period supplementary lesson in the afternoon Flip-flop teaching methods were utilized during the main morning sessions, and all participants expressed enthusiasm for joining the course.
The official English textbook for grade 11 students at the school is "Tieng Anh 11," published by the Ministry of Education and Training (MOET) While students study this textbook in the morning, they are also required to watch a teacher-prepared video and complete assigned tasks before school Each video content aligns with the corresponding lesson in the students' book, featuring diverse activities such as group work, individual and group presentations, discussions, games, and knowledge sharing, tailored to the information provided in each lesson.
Research design
1 To what extent does the students‟ active learning improve through flip teaching method?
2 What should the teacher consider when applying the flip teaching method to improve the students‟ active learning?
3 What are the students‟ attitudes towards the application of the flip teaching method to improve their active learning?
The study, conducted as action research in a classroom setting, aligns with Schmuck's (1997) definition of action research as a method to examine real school situations to enhance the quality of actions and outcomes This approach aims to improve professional judgment and provides valuable insights into more effective strategies for achieving desired educational results.
According to McMillan (2004), action research is aimed at addressing specific issues within classrooms or schools, enhancing educational practices, and facilitating decision-making at a local level This approach provides a structured process for transforming existing practices into more effective ones Ultimately, the primary objective of action research is to achieve immediate improvements in one or a few educational settings.
Action research, despite varying definitions among authors, shares a common goal: enhancing professional practice and student outcomes for classroom teachers This study aims to explore how the Flip teaching method can foster active learning among students, making action research a fitting approach for this investigation.
The research was developed and carried out during 6 weeks at the end of the first term As mentioned above, the subjects of the study were 47 students (32 girls and
An action research study was conducted in a class of 15 boys in Hanoi, following the seven phases of Nunan's (1992) research cycle These phases include Problem Identification, Preliminary Investigation, Hypothesis Formation, Intervention, Data Collection, Data Analysis, and Expected Outcomes.
In teaching 11th-grade students, the author observed that many struggled to retain information from lessons despite having multiple English classes each week Some students relied heavily on external resources like the Internet for answers, while others appeared disengaged, often feeling sleepy or distracted by mobile games during class The frequent need for reminders about classroom behavior highlighted a lack of engagement, with only a small number of students demonstrating a positive attitude towards learning English This situation left the author feeling disappointed and eager to transform the learning environment, indicating a reliance on traditional teaching methods that did not foster active learning among students in 2019.
The researcher utilized teaching diaries to monitor the active learning progress of 47 students throughout the research process Detailed notes were recorded from the very first day of lesson plan development and during classroom instruction.
To gain insight into the current educational challenges, the researcher engaged in brief discussions with the students of class 11D6 during their break The students acknowledged that their motivation to learn English was low, resulting in minimal retention of key lesson content They expressed that the complexity and length of each unit made it difficult to absorb the material within a single period Additionally, they believed that a distraction-free environment and adequate time to comprehend the lessons would enhance their learning experience.
25 class, they would improve the English standards naturally Other causes were mentioned namely their lack of motivation, their laziness, the boring activities, etc
The analysis of brief chats in Step 2 indicated that students' lack of motivation and appropriate teaching methods were hindering their active learning This prompted the researcher to explore literature on Active Learning Pedagogies to identify effective strategies for enhancing student engagement Through this research, the idea of implementing a flipped teaching method emerged, leading to the hypothesis that it could significantly improve students' active learning experiences.
In this phase, the researcher developed units 5 and 6 using the flipped teaching method, drawing on students' learning outcomes from the first and second terms of grade 10 and the teacher's observations of their attitudes during the learning process The materials are based on the textbook "Tieng Anh 11, tap mot, sach thi diem," published by MOET.
The course implemented a flipped teaching method over a six-week period, consisting of three sessions each week, to assess the evolving levels of students' active learning Detailed course procedures are outlined in Table 3.1.
Table 3.1: The course procedures for experimental class
Unit Period Topics Research program
1 Introduction and orientation The research programs were introduced to the students www.olm.vn and
26 websites which were chosen to travel with the researcher
ASEAN and the ASEAN Charter
The Association of Southeast Asian Nations
Students implemented each lesson through the researcher‟s instruction Because each period had different targets and skills, the researcher changed activities continuously in order to stimulate the students‟ active learning
Of course, the lesson was strictly taught according to three stages: pre, while and post
Gerunds/ state verbs in continuous forms
ASEAN member states: brief introduction
Singapore Scholarships and ASEAN Scholarships
Perfect gerunds and perfect participles
Save the planet, save your life
Global warming: causes and effects
Young voices for the Planet
8 Conclusion Students were asked to fill in the survey/ take part in the researcher‟s interview
In the initial phase, students were introduced to their responsibilities before, during, and after class, which helped clarify their duties in learning English Essential resources for post-video activities included websites like www.olm.vn and Microsoft Teams Student and teacher accounts were created upon entering Grade 10, reflecting the school's leadership commitment to enhancing English education Additionally, foundational concepts of the flipped learning method were presented, along with a structured six-week lesson framework.
Figure 3.1: Website www.olm.vn’s interface
From the 2nd period of Unit 5 to the 7th period of Unit 6, the teacher provided students with a video summarizing the key concepts of each lesson three days prior to class After viewing the video, students were expected to complete assigned tasks and take notes on all titles and main content in their notebooks.
In traditional teaching methods, the Pre-step occurs in class and includes ice-breakers, warmers, and lead-ins, all aimed at preparing learners for the lesson in just a few minutes The While-step involves activities directly related to the text, where students engage during or right after task preparation, with the teacher providing necessary introductions and immediate feedback, typically lasting about 30 minutes The choice of techniques depends on the English skills being taught Finally, the Post-step focuses on checking comprehension, evaluating skills, and applying knowledge to real-life contexts, with activities that enhance content and language skills, lasting around 10 minutes This traditional 45-minute lesson primarily addresses lower levels of learning like remembering and understanding, leaving students to tackle higher-level learning activities outside the classroom, which can lead to boredom and disengagement in English learning.
In the flipped classroom model, students complete lower-level cognitive tasks, such as watching short videos and performing simple assignments, before attending class This approach allows them to grasp and retain essential textbook content at their own pace, with the option to revisit materials as needed Consequently, class time is dedicated to engaging in higher-order thinking, where students can apply and analyze knowledge collaboratively with their peers and teachers This method enhances deep learning and fosters an interactive educational environment within a 45-minute period.
Engaging in 30 teacher-led activities can significantly enhance English language learning As students invest more time in their studies, they become less intimidated by the language and more motivated to prepare for lessons This increased engagement helps them conquer their procrastination and fosters greater autonomy in their English learning journey.
Figure 3.3: Bloom’s Taxonomy in Flipped Classroom (Williams, 2013)
Summary
This chapter outlines the study's methodology, detailing the research setting, teaching and learning conditions at the selected high school, and the overall research design It includes an overview of the research approach, procedures, data collection instruments such as survey questionnaires, group interviews, and teaching diaries, as well as the methods used for data analysis.
DATA ANALYSIS AND FINDINGS
The students’ improvement in active learning through flip teaching method
The researcher conducted a survey at the end of the study to assess the impact of the flipped teaching method on students' active learning The findings from ten questions revealed a notable enhancement in students' attitudes towards classroom and extracurricular activities.
Figure 4.1: Students’ active learning assessment totally agree disagree 0
45 totally agree agree disagree totally disagree
Table 4.1: Students’ active learning assessment totally agree agree disagree totally disagree Higher-order thinking skills
7 (14,9%) Self-driven goals and objectives
0 (0%) Self-mediating/ control of learning
1 (2,13%) Learner's representation of ideas/ concepts
The survey results indicate a significant preference among students for active learning, with a notably higher percentage of participants selecting "totally agree" and "agree" compared to those who chose "disagree" and "totally disagree." Specifically, the "totally agree" responses were highest for self-driven goals and objectives (94.49%), followed by exploration (53.19%) and real-world/relevant examples (44.68%) Additionally, the "agree" responses showed substantial agreement in areas such as higher-order thinking skills (42.55%), scaffolding (48.94%), and learners' representation of ideas/concepts (53.19%) Overall, these findings highlight the strong support for various elements of active learning among students.
Some students expressed disagreement with elements such as higher-order thinking skills, exploration, real-world relevance, scaffolding, learning experiences, active engagement, and collaborative assessment However, the number of students selecting these options was minimal Given the complexity of these elements, a solid background knowledge is essential Additionally, according to Bloom's Taxonomy, these elements fall under the two highest levels: evaluating and creating Therefore, it is understandable that students indicated disagreement, especially since the new flipped teaching method was only implemented over a six-week period.
To assess the effectiveness of the flip teaching method on students' active learning, the researcher conducted a survey with a synthetic question both before and after implementing the method Each student was allowed to respond only once per survey, ensuring a clear evaluation of the improvements in their engagement and understanding.
Table 4.2: Pre-intervention Quick Survey
Do you become very interested in the learning classroom after hearing the teacher explain how we would be working?
Table 4.3: Post-intervention Quick Survey
Will you recommend your teacher continue this type of learning?
A comparison of the two tables reveals a significant shift in student opinions regarding the flip teaching method Initially, 14 students, or 29.79%, expressed disagreement with this approach, indicating a notable level of discontent However, after the implementation of the method, no students opposed it, resulting in a 0% disagreement rate This clear change suggests that students became more engaged and receptive to this innovative teaching style.
Most participants expressed a strong appreciation for the flipped learning approach, indicating a notable shift in their attitudes towards using this method in English lessons As students became more engaged with the material, their active learning improved significantly.
In summary, the research indicates a positive shift in students' learning attitudes following the implementation of the flipped teaching lesson plan, highlighting its effectiveness in fostering active engagement in English language learning.
The teacher’s considerations to apply the flip teaching method to the
To identify challenges encountered by both the researcher and students in implementing the flipped teaching method, the researcher maintained detailed teacher diaries after each lesson, supplemented by informal observations These diaries documented the activities that occurred during the lessons and were informed by data collected from two websites: www.olm.vn and Microsoft Teams.
An analysis of teacher diaries reveals key themes in the course, including lesson procedures, student engagement, the roles of both teachers and students, time management, and students' negative attitudes towards flipped teaching.
All teaching diaries indicated that the researcher still followed the procedure with three stages: pre-class, in-class and post- class
In the pre-class phase, students engaged in various at-home responsibilities, including watching online lectures, reviewing course materials, reading texts, participating in online discussions, and conducting research These activities served to enhance student motivation and encourage active participation in subsequent lessons, as observed by the researcher in her teacher diary.
Preparing lessons in advance enhances students' focus on learning English, proving more effective than traditional teaching methods This approach allows for extended time to grasp the core content of each lesson, resulting in increased enthusiasm and engagement during class.
During the in-class phase, the researcher introduced new vocabulary and structures through engaging videos and short games lasting 5-7 minutes Following this, students participated in various activities such as face-to-face discussions, debates, presentations, station learning, hands-on experiments, and peer assessments, allowing them to practice their skills with or without teacher guidance These interactive activities significantly enhanced the content beyond what was covered in the textbook.
The engaging activities in class keep students enthusiastic and focused on lessons, leading to improved participation and collaboration in group work To enhance classroom management, team leaders were enlisted to minimize distractions, allowing students to concentrate on the provided content This focus resulted in increased confidence during English speaking exercises, as students prepared their materials at home Interestingly, even those who struggle with speaking English show excitement and creativity by using body language when they lack vocabulary, creating a joyful atmosphere that fosters laughter and camaraderie among peers.
In the post-class stage, students were asked to rewrite their feeling after class or find out the information in group or individually The researcher allowed students
Students expressed their feelings anonymously, allowing them to communicate freely and enthusiastically about their class experiences Many reported feeling happy and excited, with one student writing, “I am so grateful to tell you that your English class is not sleepy anymore Don’t be sad when I say that, my cute teacher! I still love you! Don’t scold me, poor me!” Homework was assigned mainly when the lesson content was challenging; otherwise, students reflected on in-class activities at home.
Student engagement is crucial for effective learning, as it reflects their motivation and attitudes towards lessons Teaching diaries indicate that students initially participated actively in lessons; however, in the second lesson, there was a noticeable decline in motivation and a shift towards negative attitudes.
Many students arrived in class unprepared, having not watched the assigned videos At the start of the lesson, a significant number appeared disengaged, chatting and teasing their peers instead of focusing Only four students had viewed the videos, but they failed to complete the tasks assigned by the teacher.
From the second to the fifth lesson, there was a gradual increase in the number of students who viewed the video before class The researcher actively encouraged and reminded students to complete their assignments By the sixth lesson, most students had become accustomed to watching the videos and completing their tasks on the website www.olm.vn.
Some students went to class without watching the videos
Researchers identified the reasons behind students' lack of engagement with tasks and videos before class, while also analyzing the viewing patterns of students on www.olm.vn.
In the initial days, the researcher faced challenges in locating videos that aligned with the textbook content and managing various tasks, such as uploading videos online and selecting appropriate exercises for www.olm.vn As a result, videos were often published just one day before the lessons, creating pressure for both the students and the researcher.
The researcher adjusted the video posting times on www.olm.vn and incorporated specific keywords into various segments of the videos As a result, by the sixth lesson, student engagement significantly improved; they listened attentively, performed tasks more effectively, and displayed heightened excitement and interest in the activities Students actively participated in discussions, collaborated with peers, and eagerly shared their ideas.
Teacher’s role and students’ role
In this innovative teaching approach, the researcher took on the roles of a guide, facilitator, observer, and encourager, while students became the primary preparers and performers Initially, during the first five lessons, students struggled to adapt to this method However, by the sixth lesson, their engagement significantly increased, leading to a surge of ideas and improved performance One observer noted, "I have never seen such an active learning environment The children are excited during games and debates, and their laughter fills the room They raise their hands so frequently that I find it challenging to choose whom to call on."
Implementing this method significantly addressed the issue of limited teaching time The researcher shared the video four days prior to class, allowing students to view it and complete all assigned tasks This approach facilitated a clearer understanding of the content, and students had the opportunity to seek assistance from the researcher whenever they needed clarification.
Students’ attitudes towards the application of the flip teaching method to
method to improve their active learning 4.3.1 Pre-intervention and Post-intervention Quick Survey about the students’ interest in flip teaching
To evaluate the impact of the flipped teaching method on students' interest in learning English, the teacher administered a quick survey before and after the intervention This assessment aimed to measure changes in student engagement and enthusiasm for the new learning approach.
Table 4.2 illustrates the students' interest in the course, revealing a notable shift in attitudes towards the flip teaching method Initially, during the pre-intervention phase, a quick survey indicated that 14 students were indifferent and resistant to changing their study methods However, in the post-intervention stage, conducted at the end of the research course, students demonstrated a clear change in their responses, indicating increased engagement Both pre- and post-intervention evaluations were assessed through a show of hands from the students.
Table 4.4: The students’ degree of interest in the course
Interest in the flipped classroom
When the teacher explained how we would be working I became very interested in the learning classroom
I would recommend the teacher continue this type of learning
4.3.2 Post-intervention Deep Interview in measuring the students’ interest in flipped learning
To ensure accurate results and effectively evaluate students' active learning, an eight-group class was organized for in-depth interviews, allowing the teacher to gain a comprehensive understanding of the current classroom dynamics Each group comprised 5 to 6 students, and the group interviews were conducted during the final phase of the research process.
4.3.2.1 The time for uploading the videos on www.olm before class
Many students prefer a "flipped classroom" model where their questions are addressed before class, allowing ample time for preparation Teachers provide videos covering key lesson content three to four days in advance, which most students appreciate This approach enables them to maintain a consistent pace in their studies and revisit screencasts for enhanced understanding.
After completing 46 lessons, students found they could focus entirely on their questions They no longer needed to wake up at night to watch videos before class, allowing them to prioritize their schedules and complete all video questions on time.
“it was no longer stressful for the urgent time to see the videos in order to complete my teacher‟s duties”
When teachers effectively schedule video uploads, students experience reduced stress related to English, transforming their discomfort and anxiety into enthusiasm and a strong desire to master the subject.
In addition to, the researcher also collected the percentages of views of watching videos through www.olm.vn to check the density for watching the videos
Figure 4.2: Number of students watched videos on the web
The data indicates a noticeable increase in the number of students watching videos throughout the lessons From lesson 1 to lesson 5, student participation on the site remained relatively low, likely due to their unfamiliarity with the active learning method and the platform www.olm.vn.
Number of students watched videos on the web
47 as well The researchers also received the students‟ reflection that the delivery time was too late, and the long videos to watch always makes students afraid and tired
Between lessons 6 and 15, the researcher optimized video lengths to enhance student engagement in active learning Consequently, there was a significant increase in both video viewership and the completion of assigned tasks.
4.3.2.2 The length of the videos providing for the students before class
The researcher sought to confirm whether the video length was appropriate for students while implementing the flipped teaching method Throughout this process, the researcher observed students' reflections on the effectiveness of the flipped classroom approach.
Flipped teaching lessons have been continuously adjusted to enhance engagement and effectiveness One participant expressed relief, stating, “I feel relaxed because it is easier to manage the work The 30-minute video you gave me made me crazy and tired It is too long Now everything is fine.” This sentiment was echoed by several groups, highlighting the positive impact of streamlined content on their learning experience.
Students unable to attend class for various reasons can benefit from watching 12-minute screencast videos, which are concise and easy to follow These videos enhance understanding by providing clear visual and auditory instructions, making it easier for students to grasp concepts that may be unclear when delivered solely by the teacher.
Research indicates that children who exhibit higher emotional engagement tend to show greater interest in their learning material Active learning is most effective when students commit to subjects that resonate with their personal interests.
4.3.2.3 Using Videos on You-tube a s the main source of learning materials
Initially, students viewed the researcher unfavorably, perceiving them as lazy for using YouTube videos while they dedicated long hours to studying on www.olm.vn However, the researcher clarified their approach and carefully selected videos with appropriate length and content As a result, students who recognized the researcher's significant workload began to empathize with their situation.
The researcher diligently prepared detailed class activities while ensuring that videos and student tasks were uploaded punctually They also provided thorough feedback on homework Students appreciated the hard work, acknowledging that the use of YouTube videos was beneficial, as it allowed them more time to practice and engage with native speakers.
4.3.2.4 The students’ difficulties in facing this flipped learning method
Managing my schedule effectively is crucial to completing my English teacher's assignments on time, as there are no shortcuts in this process All tasks must be submitted through my account on the website www.olm.vn.
“Initially, when I was watching Videos on Website, my parents thought I was playing games They scolded me a lot and misunderstood me I had my friends explain this matter.”
Summary of the Findings
In this chapter, the researcher meticulously analyzed data gathered from three instruments: questionnaires, teaching diaries, and group interviews Utilizing Excel software, the researcher calculated and created tables to compare the characteristics of students' active learning outside the classroom The questionnaire responses were quantitatively analyzed, focusing on percentage distributions.
49 table and the line chart By contrast, data from teaching diaries were analyzed qualitatively to identify the teacher‟s challenges
This chapter provides sufficient data to address the research questions, revealing that most students showed progress in their active learning when taught through the flipped teaching method Students enjoyed the flipped learning activities and engaged more actively and excitedly in lessons, resulting in a positive attitude toward learning However, a significant challenge arose when some students attended class without watching the required videos, which hindered the effectiveness of the lessons To combat this, the teacher consistently urged and reminded students, even reaching out to their parents to encourage them to complete their assignments.
