INTRODUCTION
Rationale of the study
Innovative teaching methods have become a vital necessity in global education, including Vietnam, to foster a well-rounded workforce equipped with self-study skills Traditionally, English was taught through teacher-centered approaches, where educators delivered lectures while students passively absorbed information In contrast, contemporary teaching emphasizes learner-centered strategies that enhance cognitive abilities, independent work, creativity, and problem-solving skills A key trend in this educational evolution is the integration of active teaching technologies, which have proven effective in advanced educational systems worldwide.
In the twenty-first century, technology provides instant access to information through devices like laptops, computers, and smartphones, enabling students to engage with peers, instructors, and learning materials both in and out of the classroom (Fu, 2013) With the rise of distance learning, students can utilize numerous free online resources, such as video lectures, which they can access at their convenience (Richter & McPherson, 2012) The traditional instructor-centered learning model is becoming obsolete, as modern interactive tools offer alternatives to conventional classroom activities like lectures and exams, allowing for flexible study environments (Wang & Heffernan, 2010; Staker & Horn, 2012) This technological advancement has significantly transformed educational practices, replacing traditional methods with innovative instructional technologies, such as online video lectures (Evans, 2011).
The flipped classroom (FC) is an innovative teaching methodology gaining prominence in higher education, particularly at the college level This approach leverages emerging technologies to enhance the learning experience for students.
The flipped classroom model is gaining popularity among researchers and educators as a viable alternative to traditional learning environments With advancements in technology, including interactive videos and video conferencing systems, the implementation of flipped classrooms has become more feasible This innovative approach is considered one of the most effective ways to integrate technology into education, fostering enhanced teaching environments in schools.
Problem statement
Since the 2017-2018 academic year, Ha Noi Industrial Textile Garment University (HTU) has implemented Decision No 1505 QĐ-ĐHCNDMHN, mandating that all students obtain a certified English language proficiency certificate for graduation This requirement specifies a minimum TOEIC score of 400 points, which corresponds to the B1 level on the CEFR scale.
In response to the need for a more effective learning environment, a TOEIC course was developed for third-year students to take an achievement test Traditionally, instruction relied heavily on a teacher-centered approach, characterized by lectures, tutorials, and laboratory work Since 2019, HTU lecturers have been creating modules aimed at transforming this method to a student-centered learning model This shift not only clarifies the course schedule but also actively engages students in the classroom, exemplified by the implementation of the flipped classroom model.
The flipped classroom model, introduced by Smartcom JSC for online TOEIC instruction, has garnered support from educators and students for enhancing learner engagement and fostering personal accountability in education Despite its popularity, there is a lack of objective studies assessing the impact of this approach on academic achievement After a year of implementation, the effectiveness of this model remains unexamined To address this gap, the author conducted a study titled “Evaluation on the Application of the Flipped Classroom in Teaching English” focusing on third-year students at HTU.
Aim and objectives of the study, and research questions
This study aims to assess the impact of the flipped classroom model on English instruction at HTU, while also investigating the perceptions of both students and teachers regarding this teaching approach To achieve this goal, two specific objectives have been established.
1 Exploring the effects of flipped classroom model (teaching methodology) on students‟ academic achievements
2 Exploring students‟ and teachers‟ perceptions of the flipped classroom model
These two objectives are translated into two corresponding research questions as follows:
1 What are the effects of flipped classroom model on students‟ academic achievements?
2 What are students‟ and teachers‟ perceptions of flipped classroom model?
Research hypothesis
H 0 = Student achievement is equal between flipped and traditional classroom learning environment
H 1 = Student achievement is not equal between flipped and traditional classroom learning environment.
Scope of the study
The author investigated the effectiveness of the flipped classroom model for teaching TOEIC to third-year students at HTU, focusing on a volunteer group from four Garment Technology classes during the first semester of the 2019-2020 academic year The study involved two teachers and 189 students, aiming to evaluate the flipped classroom's impact through quantitative analysis of student achievement and perceptions from both students and teachers While the research does not seek to generalize the findings, it specifically examines the flipped classroom's effects on TOEIC instruction at HTU However, the evaluation may be subjective due to its reliance solely on quantitative data analysis.
Significance of the study
The study provides valuable insights for HTU administrators and English teaching staff who have utilized the flipped classroom model, highlighting both its advantages and disadvantages This understanding aims to enhance the quality and effectiveness of training programs within the institution.
Based on the study's findings, it is essential to implement changes and improvements in the TOEIC teaching model to better align with the goals of the English Department.
Method of the study
This experimental research investigates the effects of the flipped classroom model on students' academic achievement and explores the perceptions of both students and teachers regarding this instructional approach The study compares learning environments in a flipped classroom versus a traditional classroom, with classroom instruction serving as the independent variable In contrast, students' academic achievement and perceptions from both students and teachers are identified as dependent variables.
Organization of the study
This study consists of five chapters:
Chapter 1: Introduction: introduces the rationale, purpose, research questions, hypothesis, scope, significance, method of the study and organization of the thesis
Chapter 2: Literature review: covers the overview of the literature which includes relevant theoretical background and reviews of related studies
Chapter 3: Research methodology: includes an overview of the approach and procedures used to conduct the study
Chapter 4: Results and Discussion: the data is analyzed in detail and a thorough discussion of the findings will be made
Chapter 5: Conclusion: recapitulates the major findings of the study, represents further recommendations for the implementation of flipped classroom model and acknowledges the limitations of the study.
LITERATURE REVIEW
The flipped classroom
2.1.1 History of the flipped classroom
In 1982, Baker envisioned using electronic tools to deliver rote material outside of the classroom, but it wasn't until 1995, with the launch of an online content management system, that he successfully integrated lecture notes, extended discussions, and online quizzes into his teaching (Baker, 2000; Strayer, 2007) Realizing students could access slides independently, he encouraged this practice, leading him to enhance classroom time through an action plan focused on four key verbs: clarify, expand, apply, and practice Student surveys from two flipped courses revealed a positive perception of this approach, highlighting personalized learning, critical thinking within cooperative groups, and increased control over their education through online resources Between 1996 and 1998, Baker presented his innovative teaching method at various conferences, coining it “The Classroom Flip” (Baker, 2011).
Lage, Platt, and Treglia (2000) introduced a method known as "The Inverted Classroom," which encourages students to watch lectures before attending class This approach allows class time to be dedicated to clarifying challenging concepts and engaging in small group work They emphasized that "inverting the classroom" shifts traditional classroom activities outside, while utilizing learning technologies, especially multimedia, to enhance student learning opportunities (p 32).
Aaron Sams and Jonathan Bergmann, science teachers at Woodland Park High School in Colorado, pioneered the modern use of online videos to enhance face-to-face instruction in 2007 Faced with the challenge of students missing class due to sports and other activities, they sought a solution to provide class materials to those absent, including those who were sick Their breakthrough came from a technology magazine, which introduced them to software that could record PowerPoint presentations with voice and notes, allowing them to easily share video files with students.
2007, they began recording all their lectures and turned them into video presentations
The following year, they implemented a method called “pre-broadcasting” across all classes, where students would watch presentations before school and engage in discussions, experiments, and receive teacher support during class Their publicly available videos attracted attention from students and educators globally, leading to opportunities for them to conduct professional development workshops throughout Colorado The enthusiastic response to their “pre-vodcasting” workshops highlighted the simplicity and transformative potential of their approach to education.
After scouring the Internet, they found that no one else was doing this method The name was briefly changed to reverse instruction, but then, Dan Pink
(2010) wrote about the method and called it the flipped classroom and the term has stuck (Bergmann & Sams, 2012a) In March of 2011, Salman Khan used the term
In his TED talk, Khan (2011) introduced the concept of "flipping the classroom," which has since gained immense popularity, leading to a surge of articles, press coverage, and blogs discussing the flipped model As interest in this innovative teaching approach grew, educators Bergmann and Sams found themselves invited to conduct workshops globally, reflecting the rapid spread of this educational trend.
There are several ways of defining the concept flipped classroom according to other authors‟ view as follows
The flipped classroom, also known as the inverted class, is an innovative teaching approach that has gained popularity worldwide This model transforms traditional instruction by moving lectures to at-home activities while reallocating homework to in-class sessions, where students engage in critical thinking and collaborative tasks.
The "flipped classroom" model, as described by Kandroudi & Bratitsis (2013), is an innovative approach to blended learning where students engage with video lectures and educational materials at home, while classroom time is dedicated to collaborative discussions and resolving questions with the teacher This approach fundamentally alters the traditional teaching and learning process, enhancing student interaction and understanding.
In traditional education, students typically attend lectures and complete tests at school, while studying and solving exercises at home In contrast, flipped teaching allows students to learn new material at home, often through teacher-prepared videos or other resources, and then apply their knowledge in the classroom through problem-solving and collaborative activities This approach shifts the teacher's role from delivering lectures to providing guidance, support, and personalized instruction tailored to each student's needs (Bishop & Verleger, 2013).
The Flipped Learning Network (2014) defines the flipped classroom as a teaching method that shifts direct instruction from group settings to individual learning environments This transition transforms the group space into an engaging, interactive atmosphere where educators facilitate students' application of concepts and encourage creative involvement with the subject matter.
The flipped classroom model represents a shift from traditional lecture-based teaching, where the teacher is the focal point, to a student-centered approach that emphasizes active learning This innovative educational method leverages technology to support and enhance the learning experience, allowing students to take a more active role in their education.
Figure 2.1 The conversion from traditional to flipped classroom
(Image Courtesy of www.dontwasteyourtime.co.uk)
2.1.3 Characteristics of flipped classroom model
In the flipped classroom model, students engage with online lectures at home, allowing class time to focus on collaborative activities that reinforce learned concepts This approach promotes active participation in understanding theoretical material, as students can access videos anytime, pause lectures, take notes, and review content as needed E-Learning technology enhances comprehension, preparing students for group lessons and advanced exercises during class, ultimately leading to more effective learning and increased student confidence.
In a flipped classroom, teachers guide knowledge acquisition through a tailored e-learning syllabus, encouraging students to independently discover information Students are tasked with self-studying this new material and completing basic homework at home Classroom time is then utilized for interaction and collaboration, where students engage in higher-level assignments with the support of their peers and teachers This approach promotes extensive mental engagement, enhancing the overall learning experience.
Differences between flipped classroom and traditional classroom
The distinction between flipped classrooms and traditional classrooms can be understood through Bloom's revised taxonomy of the cognitive domain (Zainuddin and Halili, 2016) In a traditional classroom setting, students passively receive lectures from teachers without prior knowledge of the subject matter During class, they are introduced to fundamental concepts, while more complex learning occurs at home through homework assignments According to Bloom's taxonomy, this approach primarily addresses the lower levels of cognitive learning, such as "Know" and "Understand."
"Understand") For teachers, they play the role of directors and the teacher-centered learning process enables students to be inactive in learning and mastering knowledge
The flipped classroom model allows students to access instructional materials, such as lectures and videos, online at home, while class time is dedicated to collaborative activities that reinforce learned concepts This approach fosters critical thinking and independent learning, enhancing the educational experience through peer interaction Teachers provide flexibility, enabling students to engage in activities aimed at improving problem-solving skills According to Marshall and DeCapua (2015), this model shifts the focus of lower cognitive levels, like remembering and understanding, outside the classroom, allowing in-class time to concentrate on higher-level cognitive tasks such as applying, analyzing, evaluating, and creating As a result, students in flipped classrooms demonstrate improved performance, higher morale, and a deeper understanding of the material.
Figure 2.2: Bloom’s revised taxonomy in the flipped classroom (2001)
In general, the difference between flipped classroom and traditional classroom can be summarized as follows:
Figure 2.3: Traditional vs Flipped Classroom (Source: https://designinginstructionwithk.com/2019/06/13/flipped-classroom- approach/)
The role of teachers
In both traditional and flipped classrooms, the teacher's role is crucial, yet it evolves significantly In a traditional setting, the teacher serves as the primary source of information, while in a flipped classroom, the teacher transitions to a guiding role, facilitating students' understanding of the content This shift emphasizes the importance of skilled, professional educators in fostering deeper learning experiences.
In a traditional classroom, the teacher serves as the primary source of information, tasked with delivering instructional material to a diverse group of students with varying learning abilities and styles During class time, the teacher facilitates learning activities, answers questions, and provides examples to help students grasp the material effectively.
In the flipped classroom model, the teacher plays a crucial role by preparing recorded lectures, either personally or sourced from professionals, and uploading them to a learning management system for student access This approach allows students to engage with the content at their own pace, as long as they have internet access Prior to full implementation, teachers guide students on how to effectively watch the videos, encouraging practices such as pausing, replaying, taking notes, and noting questions To promote active participation in out-of-class learning, teachers may assign tasks—such as online quizzes, worksheets, or writing assignments—that are graded and due before the next class, ensuring accountability and enhancing the learning experience (Brame, 2012).
Upon returning to class, the teacher addresses student questions and misconceptions from the previous day's video, then introduces the day's learning activities With "homework" now taking place in the classroom, Goodwin and Miller (2013) highlight that this shift enhances student-teacher interactions, allowing for more feedback opportunities (p 79) As the teacher guides students through critical thinking tasks, they provide support to those who struggled with concepts at home In a flipped classroom model, the teacher's role becomes crucial yet less visible, as noted by Hirsch (2014, p 2) This approach enables teachers to lead discussions, offer one-on-one assistance, and facilitate advanced activities for high-performing students, ultimately fostering deeper learning and encouraging students to think critically and create new understandings.
To sum up, it is clear that the role of teacher in flipped classroom was very important in supporting students to gain the learning objectives It reversed from the
In a flipped classroom setting, the instructor plays a crucial role in transforming students' knowledge acquisition from a passive to an active approach, enhancing their engagement and understanding of the material.
Suggested steps of implementing a flipped classroom
Baker (2000) states that the goals of the original flipped class were:
1 Find an approach that would make it possible for faculty to move from sage to guide
2 Reduce the amount of time spent in class on lecturing, opening up class time for the use of active learning strategies
3 Focus more on understanding and application than on recall of facts, while not sacrificing presentation of factual base
4 Provide students with more control over their own learning
5 Give students a greater sense of responsibility for their learning
6 Provide students with more opportunities to learn from their peers (p.9) The structure of a flipped class will vary with the personality of each teacher, but it typically includes a routine with a short assessment regarding the instruction viewed before class, a mini-lesson addressing remediation or difficult concepts needing to be retaught, and large blocks of times for project work The approach to structure that Baker (2000) outlined revolved around four verbs: clarify, expand, apply, and practice
Bergmann and Sams (2012) advocate for the flipped classroom model, where traditional in-class activities are shifted to homework, and homework tasks are completed during class time This innovative approach redefines the learning environment, enhancing student engagement and promoting active learning.
(2012) define suggested steps for implementing flipped classroom as follows:
As a teacher, it's essential to carefully select the topics you plan to teach and identify which ones would benefit from video instruction By reviewing your syllabus, you can determine which lesson content is best suited for video presentation, ensuring students can grasp the material easily Choosing the right lessons is crucial for effective teaching, as not all topics lend themselves well to a flipped classroom approach Therefore, selecting appropriate subjects for flipped teaching is key to balancing the flipped classroom model with traditional methods, ultimately enhancing student learning outcomes.
When creating videos, it’s essential to select appropriate software for recording, editing, and publishing, which are the three key stages of video production Numerous free tools are readily accessible online, making it easy to get started For instance, you can transform PowerPoint lecture slides into engaging videos using screen capturing software like OBS Studio or Camtasia, ensuring high audio quality throughout the process.
It is very important to train students how to watch videos effectively Some suggestions are as follows:
1) Students should turn off all communication devices which can distract their attention while viewing the video
2) Students can "pause" or "rewind" the video any time
3) You have to teach your students how to take notes, write any questions they have, and summarize their lessons
Students are required to watch the video at home prior to class, allowing them to independently learn problem-solving techniques and understand the material This preparation enables them to formulate potential questions about unclear topics for discussion during class.
Step 5: Conducting the flipped class
Class time should be utilized by teachers to facilitate interactive activities like discussions, group work, and games, which help students reinforce essential knowledge By actively engaging in the learning process, students become more motivated to explore and master the material, ultimately leading to the achievement of learning objectives.
Previous studies of the effect of flipped classroom on students‟ achievement
Academic achievement is a representation of performance outcomes that indicate the level to which the student has attained specific learning goals (Ali et al.,
2013) and demonstrates competence in extracurricular activities (Steinmayr et al.,
The flipped classroom model has gained popularity in various countries with advanced educational systems Recent research has increasingly examined the effects of flipped classroom environments on students' academic performance.
In 2009, Clintondale High School in Michigan faced a significant challenge, with over 50% of freshmen failing English To address this issue, the school adopted a flipped classroom model, which provided students with more preparation time before class Following this implementation, the failure rate among students dropped dramatically, decreasing to nearly one-third the previous year's figure According to Alvarez (2012), the flipped classroom approach proved to be highly effective, as it enabled educators to tackle learning obstacles and deliver their best presentations while sharing valuable resources with students.
In his 2012 study, Jeremy Strayer explored the flipped classroom model in two introductory statistics classes at a U.S university, focusing on middle-class white American students from the Midwest One class was taught using the flipped approach, while the other followed a traditional lecture-homework format Although Strayer did not compare the grade outcomes between the two classes, he found that students in the flipped classroom favored an environment that encouraged greater innovation and cooperation However, there were no significant differences in preferences for other aspects between the two groups.
Zhonggen and Wang (2016) conducted a mixed methods study to evaluate the effectiveness of the Flipped Classroom (FC) Model in English writing courses They gathered data using a satisfaction scale, a Business English writing test, and structured interviews The research involved administering pre- and post-tests, which included both the satisfaction scale and the Business English writing test, to assess the impact of the FC Model on student performance and satisfaction.
A study by Zhonggen and Wang (2016) revealed that students taught using the Flipped Classroom (FC) Model achieved higher scores compared to those in a traditional learning setting.
In Vietnam, there is a scarcity of quantitative research on the effectiveness of the flipped classroom model Nguyễn Văn Lợi (2014) reviewed existing studies, highlighting both the advantages and disadvantages of this approach, and offered recommendations for its implementation in Vietnamese universities and colleges The findings suggest that while the flipped classroom can enhance student motivation, there is insufficient evidence to demonstrate its superiority over traditional campus-based learning in terms of academic achievement.
RESEARCH METHODOLOGY
Research approach
3.1.1.1 What is an experimental research?
This study employed an experimental research methodology, commonly utilized in fields such as physical and social sciences, psychology, and education The approach involves comparing two or more groups based on a clear rationale, although its execution can be challenging Various definitions of experimental research exist, highlighting its versatility and application across different disciplines.
According to Nunan (1992), experimental research is carried out to explore the strength of relationship between variables
According to Lyman and Michael (2010) “In an experimental study, the researcher attempts to maintain control over all variables that may have an effect on the response variables”
Nguyễn Hùng Tiến (2009) conducted experimental studies to investigate the relationship between independent and dependent variables, aiming to demonstrate the correlation between them and assess the strength and weaknesses of this relationship.
Experimental research design is categorized based on how researchers assign subjects to various conditions and groups, with three primary types: pre-experimental, quasi-experimental, and true experimental research.
Pre-experimental research design involves observing one or more dependent groups to assess the impact of an independent variable believed to induce change As the most basic form of experimental research, it includes clear pre- and post-treatment specifications This type of research focuses solely on the experimental group and does not incorporate a control group.
Quasi-experimental research involves a design that includes clear pre and post-treatment specifications and is applied to both experimental and control groups, though participants are not randomly assigned This approach is particularly prevalent in educational research, as administrators often hesitate to permit random selection of students for experimental samples.
True experimental research is the most precise experimental design, utilizing statistical analysis to validate or refute a hypothesis It involves at least two randomly assigned dependent subjects and may or may not include a pretest Essential components of this design include a control group, a manipulable variable, and random distribution.
Nunan (1992) et (Lê Hùng Tiến, 2009)
3.1.1.3 Several characteristics of experimental research
They are several perameters used in experimental research as follows
Variables in experimental research are categorized into dependent, independent, and extraneous types The dependent variables, which are the subjects of the research, are manipulated to observe their effects Independent variables represent the experimental treatments applied to the dependent variables Additionally, extraneous variables are external factors that may influence the results of the experiment, potentially impacting the observed changes Understanding these variable types is crucial for analyzing performance differences effectively.
The setting of an experiment plays a crucial role in its execution, as it determines the level of control over extraneous variables While many experiments are conducted in laboratories to minimize these variables, others take place in less controlled environments The selection of the appropriate setting is influenced by the specific requirements and nature of the research being undertaken.
Population: A subset of individuals from a given population
Sample: all cases, situations, individuals who share one or more
Interval scale: this scale places things into named categories
Nominal scale: Something that may vary, differ over time; Some differ over time and among individuals (language proficiency, motivation, self-esteem etc.)
3.1.2 Rationale for the use of an experimental research
Experimental research design is widely applicable in fields such as physical sciences, social sciences, education, and psychology, with the primary goal of predicting phenomena This type of research plays a crucial role in enhancing everyday life by allowing researchers to test ideas, practices, or procedures to assess their impact on specific outcomes According to Dr Maheshwari (2017), experimental researchers formulate a hypothesis, assign participants to different conditions, and evaluate whether those exposed to the experimental idea perform better than those who are not, ultimately contributing valuable insights to society.
To enhance the quality of education, educators must observe student learning closely, innovate teaching methods, and integrate new technologies into the classroom Educational researchers are tasked with understanding how students learn and identifying effective strategies to support their learning They also evaluate the effectiveness of various technologies and pedagogical techniques The success of these evaluations relies heavily on the quality of research methodologies employed To achieve a thorough assessment of the effectiveness of new methods compared to traditional ones, experimental research is essential.
This experimental research aims to evaluate the effectiveness of the flipped classroom model in teaching TOEIC compared to traditional lecture-based methods Inspired by the recognition of a real issue observed in previous classes, the study seeks to address this educational challenge By examining the use of flipped classrooms, the research aligns with the objectives of an experimental research project, providing valuable insights into innovative teaching strategies.
3.1.3 Steps of an experimental research
Here is a suggested sequence of logical steps for planning and conducting research by Nafiz Suva, University of Dhaka (2014)
Identifying a personal interest and narrowing it down to a specific researchable problem is a crucial step in the research process While this may seem straightforward for many, those who are mandated to conduct research rather than choosing their topics independently may find it challenging.
Step 2: Identify the Research Problem
Once a topic of interest is chosen, the researcher defines the research problem, allowing for a more focused exploration of a specific area This clarity is essential for effectively studying the topic and aids in formulating a precise research hypothesis.
After identifying the research topic and problem, it's essential to conduct an in-depth literature search to uncover relevant studies, their designs, instruments, procedures, and key findings This literature review not only assesses the value of the research topic but also offers insights that allow the researcher to narrow the focus to a specific area of inquiry.
Step 4: State the Research Questions (or Hypotheses)
The formulation of research questions or hypotheses is a crucial step in the planning process, as it lays the foundation for the study's design, materials, and data analysis This stage significantly influences the researcher's choice of methodology, determining whether an experimental design or an alternative approach is most suitable for the study.
Step 5: Construct the Research Design
Research context
Hanoi Industrial Textile Garment University (HTU), originally established as the Professional Garment Techniques School on January 19, 1967, operates under the Ministry of Domestic Trade Following several upgrades and name changes, HTU was officially recognized as a university on April 4, 2015, through Decision No 769/QĐ-TTg issued by the National Prime Minister.
HTU is equipped with state-of-the-art facilities designed to meet diverse training needs, featuring multipurpose lecture halls, advanced electronic library centers, computer labs, and multimedia rooms dedicated to subjects like English, Fashion Design, and Sewing Practice.
Approximately 5,000-6,000 students have been trained in key fields such as Garment Technology, Fashion Design, Electrics and Mechanics, and Industrial Management These students, aged 19-23, have studied English as a mandatory subject for 9-10 years; however, their language proficiency varies significantly For some, the material learned in secondary school feels entirely unfamiliar, and their vocabulary is insufficient for understanding or discussing even simple texts Since the academic year 2017-2018, the implementation of Decision No 1505 QĐ-ĐHCNDMHN mandates that all students obtain a certified English language proficiency certificate for graduation, requiring a minimum TOEIC score of 400 points, equivalent to B1 level in the CEFR-V framework Consequently, a TOEIC course has been established for third-year students to prepare for and take the achievement test.
At HTU, the English teaching staff consists of only 10 lecturers among approximately 300, specializing in various training majors, including general English and English for specific purposes (ESP) Most of these educators hold a Master's degree or higher and possess a minimum of 10 years of professional experience, along with 1-2 years of training in garment enterprises.
For decades, English education at Ha Noi Industrial Garment and Textiles University (HTU) relied on traditional, teacher-centered methods, where students passively absorbed information However, modern educational trends demand a shift towards learner-centered approaches that enhance cognitive skills, independence, creativity, problem-solving, and discovery In response, HTU issued Decision No 854/QD-CDC on December 30, 2012, promoting a "Higher Self-Study Training for Students" Program aimed at fostering self-learning To support this initiative, HTU, in collaboration with Smartcom Jsc, implemented the flipped classroom model for third-year students during the 2017-2018 academic year, marking a significant innovation in English teaching and learning at the university.
Research design and participants
This study utilized a quasi-experimental research design to compare student achievements and perceptions in two different learning environments: a flipped classroom and a traditional classroom The independent variable was the type of classroom instruction, categorized into traditional and flipped models Meanwhile, the dependent variables included both student and lecturer perceptions, as well as students' academic achievements.
A pedagogy experiment was conducted involving 189 students to evaluate the effectiveness of the TOEIC 400 course offered by Smartcom Joint Stock Company, which consisted of 10 lessons over 30 periods covering common TOEIC test topics such as office environments, workdays, and meetings The students were divided into two groups: a control group receiving traditional lecture-based instruction and an experimental group utilizing a flipped classroom approach The experimental group comprised 100 students (74 females and 26 males), while the control group included 89 students (72 females and 17 males), with each group split into two smaller classes for optimal learning Both groups followed the same syllabus and teaching schedule, attending two classes per week, each lasting two hours, complemented by an additional two hours of self-study To assess their initial proficiency, all participants completed a pre-test in TOEIC format at the start of the course.
In a traditional classroom setting, the teacher distributes materials and follows a structured lesson plan, which includes administering TOEIC mini-tests and reviewing vocabulary and grammar Lectures are often delivered through PowerPoint presentations that address problem-solving techniques related to the module For homework, students complete tutorial questions independently, without the support of the lecturer or peers In the subsequent class, they present and discuss their prepared topics, with assessments including quizzes and tests that are to be completed at home.
In the flipped classroom model, students are required to watch 15-30 minute video lectures at home before attending class, with course materials provided through Smartcom JSC's online platform at www.pro.smartcom.vn These instructional videos, created using screen capturing applications like Obs Studio and Camtasia, guide students in solving module-related problems Assessments include online quizzes and tests for each topic, while class time is dedicated to active learning activities such as problem-solving, discussions, and presentations, with no post-class homework assigned This approach shifts the teacher's role from a traditional knowledge supplier to a facilitator, promoting a transition from passive to active learning for students as they engage more deeply with the material.
Two qualified English lecturers from the English Faculty at HTU were selected to teach B1 level English Both educators hold degrees from teacher training universities in Vietnam and have earned Master's degrees abroad With over 10 years of teaching experience, they are passionate about their careers Prior to the experiment, they received training on the flipped classroom approach to enhance their teaching methods.
The study involved 189 third-year students (146 females and 43 males) from the Faculty of Garment Technology participating in a TOEIC course As per HTU's graduation requirements, all students must achieve a minimum TOEIC score of 400 points (B1 level according to the CEFR framework) Aged between 21 and 23, these students hail from various cities and provinces and have completed A1 and A2 level courses in the previous two academic years This uniformity in English proficiency levels provides a solid foundation for assessing the students' progress following the course intervention.
The data collection instruments
In order to evaluate the effectiveness of flipped classroom model, the study was designed using a mixed-method approach including three instruments: tests, questionnaire and interview
In this study, tests were utilized to gather data, as defined by Brown (2004) who described tests as a means to assess an individual's or group's competence, knowledge, intelligence, and abilities The primary objective was to evaluate the effectiveness of the flipped classroom approach on student achievement in comparison to traditional teaching methods, addressing the first research question.
To assess student achievement throughout the course, three types of testing were employed: diagnostic testing (pre-test), progress testing (mid-test), and achievement testing (post-test) These assessments aimed to compare the test scores of students in flipped classrooms with those in traditional classrooms at the beginning, middle, and end of the course.
According to Arthur Hughes (2003), diagnostic tests are essential tools for identifying students' strengths and weaknesses at the beginning of a new educational phase, such as when they are about to start a new unit These tests assess the topics that will be covered in the upcoming lessons, helping educators tailor their instruction to meet learners' needs effectively.
Arthur Hughes defined a progress test as a tool designed to measure students' advancement, playing a crucial role in formative assessment This type of testing is utilized to evaluate student learning throughout the lesson.
An achievement test assesses a learner's comprehension of a specific course or study program, typically administered at the conclusion of the course Its primary goal is to determine the success of individual students, groups, or the course itself in meeting educational objectives The content of these tests is directly linked to the relevant courses, ensuring an accurate evaluation of knowledge and skills acquired.
The researcher employed multiple-choice tests in the study for three main reasons: the simplicity of the scoring method, the inevitability of assessing the targeted grammar point, and the effectiveness of this format as a sensitive measure of student achievement, which enables teachers to identify and address students' difficulties.
The study utilized complete TOEIC tests featuring 200 multiple-choice questions focused on Listening and Reading skills These tests were selected from a range of ETS TOEIC textbooks, ensuring the validity and reliability of all items included.
US Educational Testing Service (known as ETS, the official administrator of TOEIC testing system) Therefore, the validity and reliability of the test could be trusted
In order to ensure the reliability and validity of this research, a questionnaire- based survey was conducted to determine students‟ perception the flipped learning environment (the second research question)
Questionnaires are widely used tools for data collection in educational research, especially in English Language Teaching (ELT) studies McDonough & McDonough (1997:170) highlight several advantages of questionnaires: they allow researchers to control the knowledge being assessed through specific questions, can be effectively implemented on a small scale, facilitate data collection across various time periods, and enable self-completion, which provides insights from external contexts.
The study utilized a modified version of the Web-Based Learning Environment Instrument (WEBLEI) developed by Chang & Fisher in 1998 and 2003 to quantitatively assess students' perceptions of their web-based learning environment Some items were slightly revised to align with the context of the flipped learning course being examined.
The WEBLEI assesses student perceptions through four scales comprising 32 items: Emancipatory activities (ACCESS, items 1-8) focus on convenience, efficiency, and autonomy; Co-participatory activities (INTERACTION, items 9-16) emphasize flexibility, reflection, quality, interaction, collaboration, and feedback; Qualia (RESPONSE, items 17-24) evaluates success, confidence, accomplishments, and interest; and Information structure and design (RESULT, items 25-32) examines the organization and presentation of course materials Each scale is rated using a five-point Likert scale from "Strongly Disagree" to "Strongly Agree" (Chang & Fisher, 2003) For effective use of this medium, students must first successfully access the Internet, as indicated by the Access scale, which measures how well access variables meet expectations Once logged in, the Interaction scale assesses productive engagement with peers and teachers from the students' perspective The Response scale reflects students' feelings about using the web-based medium, while the Results scale indicates whether they achieved learning objectives through the accessed resources.
Figure 3.1: The WEBLEI scale (Chang &Fisher, 2003)
The interviews were conducted to gather in-depth insights into teachers' and lecturers' perceptions of the flipped classroom environment This method is preferred for its ability to provide detailed information, as highlighted by Cooper and Schindler (1998) Additionally, Marshall and Rossman (1985) emphasized that interviews are an effective way to obtain validated data.
Data collection procedure
The study involved three assessments: a pre-test at the course's start, a mid-test after five weeks, and a post-test at the course's conclusion Each test was graded using the Zipgrade marking application, which efficiently scans answer sheets and automatically visualizes scores based on a provided answer key The TOEIC raw score reflects the number of correct answers, with the final score being the combined total for the Listening and Reading sections, as per the 2019 ETS TOEIC Score Conversion Table An Excel spreadsheet was developed to organize and analyze each student's scores across the three tests.
The survey questionnaire was created using Google Forms and distributed to students through email, Facebook, and Zalo Prior to sharing the survey link, the researcher provided a detailed explanation of the study's purpose, relevance, and importance, addressing any questions from the participants Once the students completed the online survey, their responses were automatically compiled into a Google spreadsheet for data collection.
This study utilized open-ended questions to explore students' experiences in a flipped classroom, allowing for free and personal responses (Zikmund, 2003; Crano & Brewer, 2002) Five students were selected for interviews, which lasted approximately 10 minutes and were audio recorded, with the results analyzed alongside their final grades Emine Cabi (2018) proposed three key questions for students engaged in the flipped classroom model.
Question 1: What are the positive aspects of the Flipped Classroom for you? Question 2: What is the application that you like the most in this model? Question 3: What are the problems you have encountered in FC Model?
What solutions do you suggest to solve the problems experienced?
Furthermore, the author also carried out interviews for two teachers who had directly participated into the experiment Teachers‟ perception interview questions were based on Snowden (2012) as follows:
Question 1: Tell me about how you teach in a typical week?
Question 2: What do you think about using video lectures to support teaching or learning?
Question 3: What impacts your ability to use video lectures?
Data analysis
The analysis of data collected during this project utilized both quantitative and qualitative techniques, as combining these methods enhances the understanding of the research problem, according to Creswell (2008).
3.6.1 Several key parameters in experimental research
In experimental research, key parameters are utilized for data analysis, including the average (X) or mean, which is determined by calculating the average of the measured data The mean provides insight into the overall direction of the measurements.
Standard deviation (SD) is a statistical measure that quantifies the dispersion or variability of a set of measurements relative to the average It helps determine whether a sample belongs to a particular population and assesses the extent of variation within that population.
The standard error number (SE) measures the deviation of the sample mean from the overall mean of the experimental group This metric enables a comparison between the experimental and control groups, facilitating the assessment of differences in their means The calculation of standard error is essential for understanding the reliability of the sample mean in relation to the entire population.
SE = SD: √ N (N is the number of measurements)
T-test: A test to compare the two average results (the mean) of the two sample groups
Cronbach‟s alpha, α (or coefficient alpha), developed by Lee Cronbach in
1951, measures reliability, or internal consistency “Reliability” is how well a test measures what it should
The test results indicated that students were required to achieve a minimum TOEIC score of 400 points The author provided a statistical analysis comparing the pass and fail rates of two student cohorts The percentage of students who passed and failed the achievement test for both the control and experimental groups was calculated using the formula: pass students divided by fail students.
To validate the study's results, an independent samples t-test was performed to compare the achievements of students in traditional versus flipped classroom settings This analysis involved comparing post-test scores between students who participated in the flipped classroom and those who did not The independent-samples t-test assesses the means of two samples from independently assigned groups, as outlined by Cronk (2010) The test score data were analyzed using the Statistical Package for the Social Sciences (SPSS) version.
20 (SPSS v.20) The result of independent-samples t-test can be interpreted as follows:
To determine which row to reference in the Levene’s Test for Equality of Variances, check the Sig value If the Sig value exceeds 05, use the “Equal variances assumed” row Conversely, if the Sig value is 05 or lower, consult the “Equal variances not assumed” row.
To assess whether there is a statistically significant difference between group means, examine the Sig (2-Tailed) value A Sig (2-Tailed) value greater than 05 indicates no significant difference between the two conditions Conversely, if the Sig (2-Tailed) value is less than or equal to 05, it suggests a statistically significant difference exists, implying that the implementation of the flipped classroom likely had different effects on the two groups.
The students' perception of the flipped classroom was evaluated through the analysis of data collected from the WEBLEI questionnaire To ensure the validity and reliability of this instrument, the inter-item consistency was measured using Cronbach's alpha values This statistical test assesses the reliability of multi-question Likert scale surveys, confirming the consistency of the responses.
The Cronbach alpha values were above the criteria suggested by Nunnally
(1978) (as cited in Ogunkola & Archer-Bradshaw, 2013), who indicated that a cut off value of 0.7 is acceptable Thus, it can be concluded that the instrument used in this survey was reliable
The respondents' data was analyzed using Descriptive Statistics in SPSS v.20, focusing on calculating means and standard deviation values Following data collection, responses were evaluated on a Likert scale ranging from "Strongly Disagree" to "Strongly Agree."
“Strongly Agree”) was coded from 1 to 5 respectively According to Will Kenton
Descriptive statistics are essential tools for summarizing data sets, whether representing an entire population or a sample Their primary aim is to provide a concise overview of the data through measures of central tendency, such as mean, median, and mode, and measures of dispersion, including standard deviation, variance, minimum and maximum values, kurtosis, and skewness In this context, the arithmetic mean and standard deviation are particularly emphasized to encapsulate the data results A low standard deviation signifies that data points are clustered closely around the mean, while a high standard deviation indicates a wider spread of values Understanding these statistics is crucial for interpreting the range of mean values effectively.
1.00 – 1.80 Most respondents chose the level “Strongly Disagree” in Likert scale, it shows students‟ very low perception in the use of FC course
1.81 – 2.60 Most respondents chose the level “Disagree” in Likert scale, it shows students‟ rather low perception and satisfaction in FC course
2.61 – 3.40 Most respondents chose the level “Neither Disagree nor Agree” in Likert scale, it shows students‟ uncertainty or “neutral ideas”
Most respondents chose the level “Agree” in Likert scale, it shows students‟ rather high perception and satisfaction in FC coursethe model needs improving and widely using
Most respondents chose the level “Strongly agree” in Likert scale, it shows students‟ very high perception and satisfaction in FC course the model is actually effective and widely used
The constant comparative method (CCM) of qualitative analysis in the grounded theory approach by Glaser and Strauss (Glaser & Strauss, 1965; Strauss,
In this study, interviews were conducted with five students and two teachers, following the methodology established by Glaser (1987) and Glaser (1992) Each interview was transcribed, and the researcher meticulously analyzed the transcription process for each interview to ensure accurate representation of the data.
This chapter emphasizes the role of experimental research as a key approach for the study, highlighting its definition, importance, and significance in practical research It outlines the process of conducting experimental research and details the research design, including three data collection instruments and the techniques used for data analysis.
RESULTS AND DISCUSSION
The effect of flipped classroom on students' academic achievement
To investigate the effects of the flipped classroom model on student academic achievement, an independent sample t-test was conducted to determine any statistically significant differences between the control group (traditional learning) and the experimental group (flipped learning) The null hypothesis (H0) suggested that there would be no difference in post-test scores between the two groups, while the alternative hypothesis (H1) indicated a potential difference The results of the t-test analysis are presented in Table 5.1.
Table 4.1 : The result of independent t-test on post-test scores of the groups
The independent sample t-test results indicate that the significance value (Sig = 0.089) exceeds the 0.05 threshold, leading to the acceptance of the null hypothesis (Ho), which suggests no significant difference in variance between the two populations Furthermore, the two-tailed significance value of 0.528 also indicates no statistically significant average difference between the paired variables This implies insufficient evidence to demonstrate the impact of flipped classrooms on student achievement compared to traditional classrooms, aligning with the findings of Jeremy Strayer (2012) discussed in chapter 2.
The author compared test scores between the experimental and control groups to visualize student learning progress across two different learning modes Table 4.2 presents the means and standard deviation values for the pre-, mid-, and post-test scores of students in both groups.
Table 4.2: Test Scores of the Experimental and Control Group
Group Pre -test Mid-test Post-test
Test scores of the control group (SPSS result)
Group Pre -test Mid-test Post-test
Test scores of the experimental group
Table 4.2 indicates that student progress improved in both learning environments, with the control group's mean scores of 309.83, 450.17, and 430.28 compared to the experimental group's scores of 318.45, 411.25, and 423.25 This demonstrates that the course design and the implementation of the flipped teaching method were effective in achieving the learning objectives.
HTU's Regulation of Learning Outcomes mandates that all graduates must obtain an English proficiency certificate, specifically achieving a minimum TOEIC score of 400 points Following the course, a statistical analysis was conducted to compare the pass and fail rates of two cohorts on their achievement tests.
Table 4.3: The result of student's achievement
Participants Assessment Passed Percentage Failed Percentage
The study revealed that students in a flipped classroom outperformed those in a traditional classroom, with a higher percentage passing both assessments At the course's outset, the diagnostic test indicated a significant challenge, as only 35 out of 189 students achieved a minimum TOEIC score of 400 points, raising concerns for both educators and learners Teachers recognized the need for thorough preparation, aided by Smartcom's technical support, to meet course objectives and enhance training quality, while students understood the necessity of exerting considerable effort to successfully complete the course.
After seven weeks of the course, mid-test results indicated notable improvements in student achievement, with pass rates of 40% in the flipped classroom and 30% in the regular classroom Despite these percentages, the number of students passing the mid-test was similar in both classes, suggesting no statistically significant differences between the two teaching methods While students perceived they performed better in the flipped classroom, this belief lacked supporting evidence beyond their personal experiences Expectations for higher grades in the flipped classroom stemmed from the timing of quizzes, which followed video lectures, and the design of in-class activities aimed at fostering deeper learning However, many students may not have engaged with the video content, leading to comparable overall exam grades with non-flipped sections Additionally, the inexperience of teachers in the flipped classroom may have influenced the outcomes.
The post-test results indicated a notable success in student achievement, with a passing percentage of 73% in the flipped classroom environment compared to 60% in the traditional classroom This demonstrates that the step-by-step implementation of the course was executed effectively, partially validating the effectiveness of the flipped classroom model.
The students‟ perception of flipped classroom model
The study investigated students' perceptions of the flipped classroom by analyzing data from the WEBLEI questionnaire Utilizing descriptive statistics in SPSS, the research calculated the mean and standard deviation for four scales of the WEBLEI survey.
Table 4.4: Overall result of student perception
Table 4.4 indicates that students have a high perception of the flipped classroom model, with mean scores of 3.99, 3.85, 3.74, and 3.89 across four scales, suggesting the need for improvement and broader implementation of this approach The overall findings for all WEBLEI questions can be found in Table 4.5.
Table 4.5: Descriptive Statistics of all Questions of the WEBLEI
N Min Max Mean Std Deviation
Statistic Statistic Statistic Statistic Std Error Statistic
Table 4.6: Result of Student Response to the Items of Access Scale
The average score for Scale 1 - Access is 3.99, indicating that students generally find it easy to access online learning materials and systematically explore these resources after viewing teachers' lecture videos The Smartcom learning management system enhances their autonomy by allowing them to arrange suitable times for accessing learning materials.
The average responses to the statements ranged from 3.77 to 4.09, indicating that most students found the learning environment to be convenient and easily accessible at any time and place.
The flexibility of online learning facilitates students in achieving their educational objectives, with a mean score of 3.88 for the ability to work at their own pace (mean=4.05) However, preference for online learning over traditional classroom settings is less pronounced, as indicated by a lower mean score for the statement regarding preference for online learning compared to in-person instruction.
Students rated the e-learning system positively, with a mean score of 3.77, highlighting its benefits The flipped classroom model enhanced their learning experience by allowing for independent study outside the classroom Teachers provided comprehensive guidance through instructional videos tailored to the specific concepts and facts, preparing students for in-class discussions and activities.
Table 4.7: Result of Student Response to the Items of Interaction Scale
The mean score of 3.85 for the Interaction scale indicates that students effectively engage with peers and lecturers in the online learning environment, highlighting the importance of collaboration in flipped learning Notably, the scores of 3.90 and 3.94 for statements 12 and 11 reflect students' preference for having the autonomy to seek help from both classmates and tutors, facilitating peer learning and enhancing their understanding of the material.
The mean response of 3.81 to the statement regarding the presence of an online community among students underscores the importance of interaction in the learning process Additionally, 73% of respondents agreed that regular interaction with online resources is essential for their studies, reflected in a mean score of 3.88 The flipped classroom model aims to enhance student autonomy, and as students engage more with this learning environment, the level of interaction increases Ultimately, this approach fosters effective collaboration among students, helping them achieve their academic goals.
The Interaction scale revealed that the lowest mean score was for the statement regarding self-discipline in the learning environment, with a score of 3.67 While 60% of respondents felt that this model encouraged them to be more self-disciplined, 26% remained neutral, indicating a lack of engagement with the model In contrast, a mean score of 3.83 for regular access suggested that students interact with the e-course at least twice a week To enhance user engagement, the system's functions should be diversified and better structured For example, lecturers could monitor individual students' last access dates, enabling them to follow up with those who have not engaged with course materials for an extended period.
Table 4.8: Result of Student Response to the Items of Response Scale
A mean score of 3.74 for scale III Response indicates that students generally feel satisfied with the flipped classroom setting and e-learning system used to complete their course This scale reflects student feedback on their experiences and perceptions of the web-based system, particularly regarding interactions with peers and the lecturer Despite being the lowest score among the three scales, it still demonstrates a strong consensus on the model's effectiveness.
The survey results revealed high mean scores, with 3.82 for the statement “It is easy to organize a group for a project” and 3.80 for “It is easy to work collaboratively with other students involved in a group project,” highlighting strong agreement on the effectiveness of the online learning system for facilitating group work and project-based learning Additionally, a mean score of 3.74 for the statement “I enjoy learning in this environment” reflects students' overall satisfaction and enjoyment of Internet-based course materials These findings suggest a positive inclination towards online learning, encouraging developers to enhance their services further.
The average score of 3.78 for the statement "Online courses are no substitute for on-campus classes" indicates a significant perspective on flipped learning, highlighting that many students still value traditional classroom experiences They believe that in-person learning is essential and irreplaceable, as it fosters direct interaction between students and instructors, which enhances the educational experience.
Table 4.9: Result of Student Response to the Items of Result Scale
The results from Scale IV (Results) revealed a mean score of 3.89, indicating that students found the structure and design of the online materials to be flexible and effective for their studies Respondents expressed positive feedback regarding the presentation and overall effectiveness of the e-learning course, acknowledging that it significantly enhanced their learning outcomes.
The highest average score (4.01) within the Results scale was for statement
Students recognize a strong connection between online and campus courses, highlighting the effectiveness of blended learning environments They perceive links in various aspects such as course descriptions, scheduling, academic content, and online interactions This positive feedback suggests that lecturers are successfully integrating online resources with traditional classroom experiences, enhancing the overall learning process.
Concerns among lecturers regarding the transition from traditional classroom learning to flipped learning with e-learning support often center on students' ability to adapt to new technologies However, data reveals a positive outlook, with a mean score of 3.99 indicating that 80% of students experienced no difficulties with the new system Additionally, 68% of respondents agreed that the subject content is suitable for online delivery (mean score of 3.86), while 70% found the presentation of the content to be clear (mean score of 3.93) The well-designed online system, characterized by its easy-to-access structure, effectively helps students concentrate on essential content and skills.
The interview perception of the participants in flipped classroom
In addition to qualitative evaluations based on test scores and questionnaires, the author gathered participant feedback on the flipped learning model Five students participated in an open-ended interview consisting of three questions, with their responses categorized into similar groups The author incorporated direct quotes from these interviews to enrich the discussion Furthermore, two teachers involved in instructing both the control and experimental groups shared their experiences and challenges encountered while implementing the flipped classroom model in TOEIC preparation.
The study involved five students, identified as A, B, C, D, and E, who were selected through a judgment sampling method Following their participation in a flipped classroom, these students responded to three questions with suggested answers, providing valuable insights into their perceptions of the flipped classroom in comparison to traditional teaching methods.
Question 1: What are the positive aspects of Flipped Classroom for you? When the students were asked about the positive aspects of the FCM, 4 out 5 students (80%) stated this model has a very flexible study time-table, it enables learners to be more active in arranging suitable personal time for studying
Chart 4.1: Students’ responses to Positive aspects of Flipped Classroom
Sixty percent of respondents reported that instructional videos, slides, and Smartcom's online materials helped them better understand and consolidate key vocabulary and grammatical concepts Student D noted, “I have gained a better understanding of the concepts and facts before learning in the classroom When I face difficulties, I can discuss the subject with peers or ask the teacher questions to clarify the material.”
A significant 60% of students reported that the flipped classroom model enhanced their preparation for classroom activities, enabling them to complete assignments during class and meet deadlines effectively One student highlighted the benefits of this setup, stating, “the classroom set up was good for me I could complete my assignments in class and if I needed help, I could easily ask one of my friends or the teacher if I did not understand.” This model shifts the traditional roles of teachers and students, allowing for a more learner-centered approach where teachers act as facilitators Consequently, this creates a more engaging environment for students, fostering greater participation in classroom activities.
Flexible study time, so can self-arrange suitble time for studying
Easier to perceive and consolidate the knowledge
Better preparation for classroom activities
Create more motivation for learners
Question 2: What is the feature that you like the most in this model?
Chart 4.2: Students’ responses to the preferred features in FCM
According to Chart 4, online videos and exercises were the most favored feature of FCM, with 4 out of 5 students expressing a preference for this method Students reported feeling more focused when learning through videos prior to classroom activities, as opposed to new material being introduced in class One student noted, “I’m very lazy for reading textbooks in English; it is very difficult to understand, so I never did it I am thankful when the teacher provides a different way of learning by giving instructional videos This video helped me to learn at home.” Conversely, some students preferred traditional classroom settings, emphasizing the importance of in-person interaction, with one stating, “I liked being able to interact with others in the room I didn’t like watching the videos at home and felt the lectures should be in the classroom.”
A survey revealed that 60% of students appreciated quizzes after each lesson to reinforce their understanding, while 80% favored the model's specific key and explanation system for its effectiveness in error-checking and knowledge review This approach addresses a common challenge in classroom-based learning, where time constraints often prevent teachers from providing individualized, detailed explanations to each student.
Question 3: What are the problems you have encountered in FC Model? The students were also asked what problems they encountered while learning through the FC Model Accordingly, three students (60%) stated they lacked
Specific key and explanation system
Group work language skills are essential, as the majority of instructional materials, such as videos and slides, are presented in English, making it challenging for weaker students to fully comprehend the content In fact, a survey revealed that all five students (100%) faced difficulties with the lesson material, while only one student (20%) reported not encountering any problems.
Chart 4.3: Students’ responses to the encountered problems in FCM
Many students expressed that the vocabulary required for TOEIC tests at the 400-700 point level is overwhelming and challenging They found online learning time-consuming and noted that the material was difficult to grasp without teacher guidance With limited language skills, students reported struggling with complex topics and suggested that content should be simplified or presented gradually to accommodate weaker learners They also emphasized the need for Vietnamese subtitles in instructional videos to enhance understanding Additionally, one student recommended diversifying study materials with more engaging topics and incorporating subtitle functions to improve the learning experience.
The author gathered insights from two teachers regarding their experiences with implementing the flipped classroom model in TOEIC instruction This research highlights both the advantages and challenges associated with the application of flipped classrooms in language teaching Through a constant comparative method, the study aims to provide a comprehensive understanding of the effectiveness of this innovative educational approach.
Foreign-language used in instructional videos/slides
Less motivation Difficult lesson content
The No Problem Comparative Method (CCM), developed by Glaser and Strauss, involves summarizing individual teacher feedback and subsequently comparing the similarities and differences in their viewpoints This analytical approach leads to insightful conclusions drawn from the contrasting perspectives of the two educators.
The first teacher at HTU, who has been with the institution for 15 years, recently began teaching a TOEIC course and initially refrained from using the flipped teaching model due to insufficient Internet-based facilities and online resources Although she previously shared videos as lesson references, it wasn't until the 2018-2019 school year, when the model was introduced with support from Smartcom JSC, that she integrated it into her teaching She noted the advantages of this approach, stating that it encourages student collaboration and active participation in class However, she also expressed concerns about the challenges she faces in utilizing video lectures and effectively implementing the flipped classroom model.
Initially, preparing for class in a flipped classroom model was time-consuming and required significant effort, as I needed to send videos for students to preview, create study questions, and guide them on problem-solving However, after two semesters, I became accustomed to this approach, which has proven to be highly effective Overall, I am very satisfied with the flipped classroom experience.
The second teacher at HTU, an experienced English educator from various international institutions like Vinschool and Wellspring in Hanoi, confidently embraced the flipped classroom model, believing it enhances student motivation and autonomy through active learning She recognized the effectiveness of integrating lecture videos with interactive in-class activities, viewing it as beneficial for reviewing background knowledge However, she encountered challenges, including students' limited computer skills and internet access, which led to feelings of overload among those in the flipped classroom due to excessive online exercises and quizzes In contrast, control group students completed their tasks more efficiently on paper, highlighting the need to address these technological barriers for successful implementation of the flipped method.