(Skkn 2023) the effectiveness of flipped classroom on enhancing 10th grade students’ english grammar learning

In my paper, I focus on the application of Flipped Classroom in English grammar teaching in Quy Hop 3 high school, and the purpose is to create a new teaching method for teachers to make

EXPERIENCED INITIATIVE

THE EFFECTIVENESS OF FLIPPED CLASSROOM ON

GRAMMAR LEARNING

Subject: English

QUY HOP 3 HIGH SCHOOL

Tel: 0988309657

School year: 2022-2023

1 Rationale 1

2 Objectives of the Study 2

3 Scope of the Study 2

4 Research Methods 2

PART II: CONTENT 3

I Theoretical and practical background 3

1 Theoretical background 3

1.1 Grammar 3

1.1.1 General Concept of Grammar 3

1.1.2 Teaching and learning grammar 3

1.2 Overview of the Flipped Classroom Strategy 4

1.2.1 Impact of the Flipped Classroom Strategy on Learning English 6

1.3 Teachers’ Perceptions in Teaching Grammar through Flipped Classroom 6

1.4 Learners’ Perceptions in Teaching Grammar through Flipped Classroom 8

1.5 Advantages of the Flipped Classroom approach 9

1.6 Challenges that Face the Flipped Classroom 11

2 Statement of the problem 11

II The solutions 12

1 Procedure for applying the flipped classroom strategy in teaching English grammar 12

2 Sample of application of flipped classroom strategy in English grammar in the English 10- Global Success 13

III SURVEY ON URGENCY AND FEASIBILITIES OF THE STUDY 35

1 Objective of the survey: 35

2 Content and method 35

4.2 Result of the survey on feasibilities of the study 38

PART III: CONCLUSION 39

1 Results of the experiment 39

2 Applicabilties of the experiments 40

3 Limitations of the study 41

4 Recommendations for further study 41

PREFERENCES 0 APPENDIX

LIST OF ABBREVIATIONS EFL : English as Foreign Language

PART I : INTRODUCTION

1 Rationale

In Viet Nam, English is regarded as one of the most significant subjects at all level of education Learning grammar is a difficult problem for students Grammar are language components which are essential to the mastery of all the four skills We cannot use any language skill without using grammar and vocabulary Grammar is not an end in itself but it is a means to an end to improve learners’ proficiency in the four language skills Working as a teacher of English,

I am particularly interested in teaching Grammar Especially the way to enhance students interest in learning Grammar For that reason, I am concerned with approaches and methods which can help to enhance the learners’ grammar proficiency as well as facilitate their learning English as a second language

Nowadays, Flipped Classroom in Vietnam is at the stage of exploring and studying Some schools adopt the Flipped Classroom in their common class and try

to apply it into traditional class properly However, the application of Flipped Classroom in English grammar teaching in high school is litter than other fields In

my paper, I focus on the application of Flipped Classroom in English grammar teaching in Quy Hop 3 high school, and the purpose is to create a new teaching method for teachers to make full use of class time to teach grammar effectively

According to my paper, teachers can have the opportunity to use a feasible and relatively complete teaching system, which can transform students from passive learners to active learners, in their traditional class By learning this theory teachers can make full use of classroom time to lead in and teach lessons after understanding, testing and analyzing students’ needs before class; It not only supplies teachers a feasible and relatively complete teaching system to teach English grammar in second high school, but also provides students a wonderful chance to decide when and how to learn by themselves As a result, more and more English teachers and students can be benefit from it, and more and more attractive and interesting classes will be produced In this way, both teacher and student can

learn more from it

The flipped classroom is one of the most ambitious ideas in education, which emerged in the last decade of the twentieth century with the aim of meeting the needs of learners and promoting learner-centered learning, using very simple technologies The flipped class can affect the teacher's instructional practice and their interaction with students and even communication with parents The main difference between the presentation method in the flipped classroom and the traditional classroom is that the teacher becomes a guide and facilitator of the learning process instead of the lecturer and controller of the teaching process The flipped class gives students control over the teaching process by stopping and rewinding the teacher's teaching video In this way, students with different levels

of proficiency can listen to or see the teacher's teaching over and over again,

without being accused of being retarded by their classmates Therefore, the students themselves take the main responsibility of planning for the lesson and

learn the educational materials without any worries This study investigated the

effectiveness of flipped classroom on enhancing 10 th grade students’ English grammar learning

2 Objectives of the Study

The aim of this study was to apply the flipped classroom strategy in teaching English grammar to examine its impact on Quy hop 3 high school students’ performances, perceptions, and attitudes toward learning English independently ; and after every step of the way; I find out a more effective way to support and help students to learn English grammar better I hope that the findings of the study will partly help to decide whether to apply this technique again in the future or what changes can be made to improve the quality and the effectiveness of the method

3 Scope of the Study

The study was conducted on the teachers and students of grade 10 with the new textbook “English 10” global success at Quy Hop 3 High school

The study used a convenience sample of participants The researcher selected this sample in particular because the students were already familiar with zalo

In addition, a placement test was completed by the control and experimental groups to evaluate if both groups had similar proficiency levels in English grammar

Questionnaires are used for 7 teachers and 84 students of 10A1, 10A2

4 Research Methods

The aim of the current research is to investigate the impact of applying flipped

classroom as a method to enhance English grammar for students at Quy Hop 3 high

school I implemented the flipped classroom strategy by selecting videos based on the students’ textbook and uploading those videos on the zalo before each lesson to provide opportunities for active learning interactions The students of the experimental group were required to watch the videos to learn by themselves and to come to class prepared to ask for clarification, if needed They also practiced what they had learned under the teacher’s supervision by completing collaborative and competitive tasks in groups or pairs Meanwhile, the control group students received in-class only traditional teaching They learned the grammatical lessons without the help of any videos There were 5 units in this experiment At the beginning of the experiment, a placement test was completed by the experimental and control groups

to determine whether there were significant differences between them regarding their proficiency levels in L2 grammar During the implementation of the research

process, the experimental and control groups studied the same 5 grammatical topics

For that reason, both quantitative and qualitative methods are applied in this research

by using pre-test, post-test to find out the effectiveness of flipped class method and

questionnaires, semi-structured interview as tools to collect the participants’

perception towards the applied method

PART II: CONTENT

I Theoretical and practical background

1 Theoretical background 1.1 Grammar

The term ‘ Grammar’ stated by Hartmann and Stork (1972: 98) : ‘’In its widest sense, the term grammar refers to generalized statements of the regularities and irregularities found in language For the Greeks, grammar was a branch of philosophy concerned with the ‘art of writing’ By the Middle Ages grammar had come to be regarded as set of rules, usually in the form of a textbook, dictating’ correct’ usage.’’

1.1.1 General Concept of Grammar

Grammar is field or linguistics that involves all the various things that make

up the rules of language Subfield of linguistics that are considered a part of grammar include syntax, phonetic, morphology and semantics Grammar is also used as a term

to refer to the prescriptive rules of a given languages, whit may changes over time

or be open to debate

The term ‘grammar’ can also be used to describe the rules that govern the linguistic behavior of a group of speakers Michael Swan (2005:19), linguists, who are more likely to pay attention to native British English ( British English) grammar defined as follows: “The rule that show how words are combined, arranged or changed to show certain kinds of meaning” Learning English grammar is important Understanding grammar will give us better communications and thinking skills, making us a better listener, speaker, reader, and writer Understanding grammar will also allow us to develop our own unique personal style of communicating, which can lead to a rewarding career as a speaker or writer Knowledge of grammar will enable us to communicate effectively in any situation, allowing us to form more and meaningful relationships with friends and family Indeed, learning grammar can improve our life and make us better person in several ways

1.1.2 Teaching and learning grammar

The English teacher is often portrayed as an "unattractive grammar monger whose only pleasure in life is to point out the faults of others" (Baron, 1982, p 226) For the most part, within the classroom, any mention of grammar causes the student moments of discomfort and sometimes even terror Many teachers have tried to make grammar teaching a non-threatening, imaginative and useful activity within the English curriculum

In teaching grammar, three areas have to be considered: grammar as rules, grammar as form, and grammar as resource For many L2 learners, learning grammar often means learning the rules of grammar and having an intellectual knowledge of grammar Teachers often believe that this will provide the generative basis on which learners can build their knowledge and will be able to use the language eventually For them, prescribed rules give a kind of security

A better approach is perhaps to see grammar as one of many resources that

we have in language which helps us to communicate We should see how grammar relates to what we want to say or write, and how we expect others to interpret what our language use and its focus According to Widdowson (1990: 86), " grammar is not a constraining imposition but a liberating force: it frees us from a dependency

on context and a purely lexical categorization of reality." Given that many learners and teachers tend to view grammar as a set of restrictions on what is allowed and disallowed in language use ‘a linguistic straitjacket’ in Larsen-Freeman’s words (2002: 103) the conception of grammar as something that liberates rather than represses is one that is worth investigating According to Morelli (2003), students perceived themselves as having a better attitude towards grammar instruction in context, while performing slightly better after having experienced the traditional

grammar instruction

The flipped classroom started in 2006 when two high school chemistry teachers, Jonathan Bergmann and Aaron Sams, video recorded their chemistry lessons for absent students Their students liked the videos and requested them to record and share more videos Bergmann and Sams observed that their videos made

a positive impact ontheir students and improved their academic achievement (Bergmann & Sams, 2012).The flipped classroom methodology involves assigning content materials such as lecture notes and pre-recorded videos to students as homework, thus leaving class time for interactive learning activities (Bishop& Verleger, 2013) As a result, instead of spending the lion’s share of class time lecturing and explaining content, the majority of the class time is spent in doing collaborative activities or project or problem-based language learning (Bauer-ramazani et al., 2016) In order to flip the classroom, teachers should follow the four pillars of the flipped classroom: flexible environment, learning culture, intentional content and professional educator (Bauer-ramazani et al., 2016) The first pillar, flexible environment, implies that the learning environment must be flexible in time and place The second pillar, learning culture, refers to the shift in the teaching approach from a teacher-centred approach to a student-centred approach The third pillar, intentional content, indicates that the aim of flipping the classroom is to develop students’ content as well as cognitive skills Finally, the fourth pillar, professional educator, emphasises the role of teachers in designing excellent lessons, videos and materials, facilitating interactive classroom activities, evaluating and

providing feedback to students (Mcnally et al., 2017).A list of four essential elements of the flipped classroom can be derived from Abeysekera & Dawson (2016), Brame (2013) and Mcnally et al., (2017):

1 Prior exposure of students to content (e.g recorded lectures, notes, videos)

2 An incentive for students to prepare for class (e.g pre-class quizzes, online discussions, online activities)

3 A mechanism to measure students’ understanding and to ensure that students have viewed the content (e.g graded pre-class quizzes)

4 In-class activities that focus on higher-level cognitive activities: active learning, collaborative and peer learning, problem-solving and/or case studies

Flipped learning is based on some theoretical underpinnings that explain its success and popularity First, Bloom’s Taxonomy is related to flipped classroom because the transmission of information, which is the basic component of learning,

is conducted independently by the students outside the classroom and assimilation

of information, which requires critical thinking, analysis and synthesis and reasoning, takes part during the class with the guidance of the teacher (Eppard & Rochdi, 2017) Furthermore, constructivism theory is relevant to flipped learning Accorrding to constructivism theory, learning is a result of mental construction (Olusegun, 2015), and learners construct their knowledge through experience, interaction and reflection (Bereiter, 1994) This is evident in the flipped classroom when students are assigned problem-solving tasks where they need to utilise the information that was presented to them previously outside and before the class (Eppard & Rochdi, 2017) Current research on the flipped classroom has shed light

on the benefits and challenges of this teaching method According to Marshall and DeCapua (2013), using a flipped classroom allows the teacher to spend class time in observation, feedback and assessment Additionally, the flipped learning approach allows teachers to incorporate collaborative project-based and problem-based learning (Carhill-Poza, 2019) Carhill-Poza (2019) added that flipped learning has the potential to extend communicative language teaching practice by providing learners and teachers with methods that facilitate social mediation Arifani (2019) claimed that the flipped learning approach enhances EFL students’ collaboration Since the approach hinges on the assumption that learning is personal and that learning occurs in active and interactive environments, the flipped classroom fosters the development of high-order thinking skills (Bergmann & Sams, 2012; Bishop & Verleger, 2013)

However, implementing flipped learning may face some challenges, such as

‘increased time needed to set up the tools and equipment for technology support, developing appropriate language and assessment activities, finding online resources

to support language and content activities, and designing tasks for critical thinking and project-based learning’ (Bauer-ramazani et al., 2016, p 345) Watching videos

and reading materials before the class in the flipped learning approach can be an extra homework for students, which can negatively affect student learning in the flipped classroom (Bergmann & Sams, 2012; Lee & Wallace, 2018) Internet connectivity problems might hinder the successful implementation of a flipped

learning approach (Andujar et al., 2020)

1.2.1 Impact of the Flipped Classroom Strategy on Learning English

Studies suggest the flipped classroom strategy positively affects students’ performance and proficiency levels invarious areas of English language Hung (2015) found that implementing the flipped classroom model in English classes develops students’ academic performance in general In addition, Ishikawa et al (2015) and Obari and Lambacher (2015) found that flipping English classes improves students’ scores on the Test of English for International Communication (TOEIC) In addition, flipping English classes improves students’ speaking skills (DewiSuryani, 2014; Obari & Lambacher, 2015) and reinforces students’ listening comprehension (Han, 2015; Hung, 2015; Kang, 2015) Even in studies where the flipped classroom was utilized to promote other areas of English language, such as students’ grammar, vocabulary, and idiomatic knowledge, the results show that students’ confidence, and oral fluency skills also improved (Han, 2015; Hsieh, Wu,

& Marek, 2016; Kang, 2015) Furthermore, the flipped classroom strategy can encourage learners and make them more attentive to the learning process Hung (2015) confirmed that 80% of the participants in the flipped classes spent more time and effort learning on their own compared to students’ in the traditional classes, which indicated that they participated more in the learning process Similarly, Han (2015) noted that during the study, students independently devoted time and effort

to finding the technological learning tools and resources they needed to expose themselves to English for their ungraded project, showing motivation and interest in

English learning

1.3 Teachers’ Perceptions in Teaching Grammar through Flipped Classroom

This kind of strategy gave rich and meaningful learning activities It supports the teacher to be more creative Arnold-Garza (2014) found that the flipped classroom may only be useful for teaching grammar However, teachers’ preparations is the key element Some teachers have already used some methods to flip the class, for instance, letting students learn outside the class, offering video clips as supplementary materials, and cultivating the students’ problem-solving abilities However, more requirements need to be met to achieve flipped classroom This is supported by Webb et al (2014) which found that flipped learning materials require the teachers to have more time in preparing class materials They also discovered that flipped learning requires adjustment time for the teachers Howitt and Pegrum (2015) argued that further time commitment is needed in designing suitable quiz questions and activities which will be used not in class Wanner and Palmer (2015) reported that preparing the course materials for flipped learning can

reach up to six times compared to preparing materials for traditional course Although videos are considered to be an important component of the model, they are still substantially subordinated to the second stage of the practice which is the in-class activities (Bergmann & Sams, 2012) Hartyányi et al (2018) say that the role of the teacher is to implement a variety of experiential learning activities in the classroom during the course time It can be argued that teacher’ role in the flipped classroom has not sufficiently been recognized since they moves into the role of the coach or guide, who provide assistance for the learners how to integrate all that information, perform a skill, or interact with others face to face (Berman, 2015; Berrett, 2012), which is a source of concern for teachers These may be collaborative activities and cognitive learning activities, to ensure that students receive clear and effective instruction to achieve the module's learning objectives and results

The collected data from the semi-structured interview showed that most of the teachers in my school give their opinions about flipped classe that they prefer it more than the traditional classes It is better to change the routine of teaching The flippedlearning provides an enjoyable environment for students, and it encouraged them to discover new topics The teacher thought that The flipped learning requests students to interact and communicate with their teachers and colleagues in order to

do the required tasks and activities The interaction between them improves the students' fluency and encourages students to practice their language Furthermore, the students read, watch, and answer some questions at their homes in order to be prepared for the classes at their schools, this made students learn grammar better The problem the teacher mentioned is that the challenging of internet connection students need a good internet connection to watch the provided videos they think

it was a good point to display the material at any time, especially for absent students who miss some classes Many teachers believed that flipped learning improves the students' self-efficacy, self-discipline, and self-confidence because they are more aware of their learning Also, they are responsible for their achievements According

to the teacher, Flipping the classes have several benefits and drawbacks The main benefits are improving the students' skills and abilities and it contributes to language acquisition Moreover, students like experiencing new models of teaching Furthermore, it saves the time of presentation of the lessons in the classroom for discussion, and it provides various sources of information for students.The teachers believe that the students need to have positive attitudes toward learning the English language in order to acquire it easily and sufficiently as they noticed at this school and this is one of the challenges that face teachers every day Furthermore, some students are still depending on the teachers as the only source of knowledge and they refuse to engage in any new model or style of teaching Nevertheless, some students

do not have internet connections in their homes, which are frustrating them

It can be concluded, for the teacher, it is important to reflect upon the lesson

to recognize aspects that were successful, and those that failed to meet expectations Then, try to formulate at what level the adjustments need to be made and administer

again For students, there will be an adjustment period with new methods, where they are learning their role in the class and the expectations of the teacher Therefore,

it is important for the teacher to create clear guidelines for what the student should

do, and develop strategies that reinforce adherence to the guidelines Ultimately, teachers need to recognize that implementing a new teaching method may be uncomfortable at first, but learning how to take advantage of the technology available in the classroom may make them a better teacher, and help students understand information on a deeper level

1.4 Learners’ Perceptions in Teaching Grammar through Flipped Classroom

There are some researchs reveal about learners’ perceptions in teaching grammar through flipped classroom (Singay, 2020; Zainuddin & Attaran, 2015; Sun, 2017; Noroozi, Rezvani & Golestan, 2020; Yanto, Triyani & Pravitasari, 2020; Pudin, 2017) It is important to determine students’ likes or dislikes for a flipped classroom because it will decide whether the instructor should continue with this approach These research samples are to explore the effects of flipped learning approach in teaching grammar through learners’ perceptions The first research by Singay (2020) where the research was undertaken to examine Bhutanese students’ attitude and perceptions toward the flipped learning approach in teaching grammar Findings from the questionnaire demonstrated that flipped learning approach helped learners to learn grammar, moreover the students showed positive attitudes and perceptions towards the flipped classroom approach These findings were also consistent with Zainuddin & Attaran (2015), who found that students prefer flippedclassrooms compare to traditional classrooms, and most of the students showed a positive attitude towards flipped learning Similarly, Sun (2017) reported that Taiwanese undergraduate students were taught using a content-based flipped learning approach The result indicated that the students showed a positive attitude and perception towards flipped learning to understand the content and gain knowledge In the present study, learners believed that to master the content (grammar) pre preparation, such as watching video assignments, help them to actively Moreover, Bishop and Verleger (2013) provide a recent survey of research into the flipped classroom approach and report on eleven studies that have investigated student perceptions of the flipped classroom, with results being relatively consistent in that general student opinion of the flipped classroom tends to

be positive, with a significant minority being opposed Besides, the finding ressearch from Pudin (2017) stated that most of students were keen to learn grammar through flipped classroom The flipped classroom can indeed create rich and meaningful learning activities Students no longer need lessons that comprised of instructors and materials It is evident in this study that they enjoy learning at their own pace and the learning various activities integrated into the lessons

In my experiment, I use action research to investigated students’ perceptions

on flipped learning After surveying 84 students at Quy Hop 3 high school, I found

that 75% of the surveyed students claimed that the flipped classroom was more beneficial to their learning compared to lectures The results indicated that students enjoyed learning English using the flipped classroom, and teachers found students

to be more motivated in the flipped classroom The collected data from the satisfaction exploratory questionnaire showed that experimental group students’ opinions and attitudes toward the flipped classroom were positive, and that they agreed the strategy enhanced their communication, benefited their learning, and encouraged their autonomy The questionnaire was administered to the 40 students

of the experimental In the first two items on the questionnaire, the students were asked to evaluate whether they communicated a lot with the teacher and their classmates during the flipped lessons Students’ responses to statement one and two indicated that they strongly agreed that the flipped classroom enhanced their communication with the teacher.They also felt communication with their classmates was increased, as the students generally agreed with the statement Regarding students’ autonomous learning, they were asked if the flipped classroom strategy encouraged them to work on their own and to explore their own strategies for self-learning In this third statement, students mostly felt neutral regarding if the flipped classroom had increased their autonomy In statement 7, they did not feel that they explored suitable self-learning strategies Statements 4, 5 and 6 evaluated whether students used what they had learned outside of the classroom on their own in-class activities and tasks In evaluating whether the online resources (videos) helped them improve their learning Statements 10 and 11 evaluated if students had positive attitudes towards the flipped classroom strategy Students were asked to report if they would like to repeat the experience of self-learning, and if they liked the routine

of the flipped classroom strategy Students were generally neutral in regard to their willingness to re-experience self- learning strategies in the future; whereas, the majority of the students liked the routine of the flipped classroom

The students’ responses showed that the most favored aspects of the flipped classroom were watching videos and in-class activities The majority of these responses indicated that the students value having authority to control the video, like repeating the video, and watching the videos anytime, anywhere and appreciated the collaborative and competitive in-class activities In addition, students acknowledged the teacher collaboration and support; whereas, some students mentioned that their classmates’ explanations and support were one of the most helpful aspects of the flipped classes

1.5 Advantages of the Flipped Classroom approach

The Flipped Classroom method has a number of benefits For one, it exposes students to constructivist (in class) and behaviorist (outside of class) learning concepts (Hawks, 2014) This is because outside of training, students access the foundational certified curriculum that is required in behaviorist learning philosophy, which can include seminars, tutorials, and exercises, all of which are supervised by

the instructor (Hawks, 2014) The Constructivist learning theory, on the other hand,

is focused on building on students' prior knowledge and enabling them to take responsibility for their ownlearning, so that a teacher is no longer a "sage on the stage," as Mason (2013) put it, but rather a "guide on the side." Student centered learning, problem-oriented learning, and peer-assisted learning are some of the other learning philosophies that the Flipped Classroom pedagogy is based on, according

to Elliot (2014)

Second, the Flipped Classroom approach encourages students to view the material at any time, enabling them to explore new topics on their own timetable Any students would be too timid to interrupt the instructor if he or she was going too quickly in a regular lesson, but in the Flipped Classroom mode, students can pause and rewind the video before they master the content (Butt, 2014) Furthermore, if a student registers late, he or she can watch the videos and keep up with the rest of the class; or, if students are sick or unable to attend the class for one purpose or another, they can quickly understand the course content from the videos and materials available on e-learning

Thirdly, teachers will accurately track students' progress using the e-learning dashboard, which would display the questions that the majority of students were unable to correctly address, allowing teachers to recognize information gaps that need more explanation, so that they could discuss these concerns and assumptions

in class by hands-on exercises, reducing students' mistaken views

Fourth, class time is used to participate in content at a deeper level, culminating in the creation of "learning related groups" (O’Flaherty, 2015) In other words, in class, students will be interested in integratingthe curriculum they learned before class by constructive learning exercises such as “collaborative practices and peer learning, which is indicative of how the systems analysis and design process is performed in a real life environment,” according to Evseeva (2015) That is to say, students engage in critical thinking, dialogue, problem-solving, collaboration, and input in class, all of which are essential skills in the real world, especially in the workplace These in-class exercises should encourage students to use their higher-order thought skills, such as analysis, synthesis, appraisal, and development, as defined in Bloom's Taxonomy (1984)

Fifth, since the onus of learning is put on the students, the Flipped Classroom pedagogy grants students control of their learning Since “marrying the technical methods and asynchronous information distribution used in a Flipped Classroom with a student driven approach to determining what is studied will build an atmosphere in which interest thrives,” this happens in the Flipped Classroom mode

of learning (Elliot, 2014) Students are motivated in this setting and they are responsible for their own learning, which gives them an inherent drive to learn This

is not extrinsic outside enforced control imposed by their professors, who are no longer the focus of the class, but rather facilitators assisting students in preserving

information, tracking development, boosting trust, sustaining enthusiasm, and providing input (Mason, 2013) Until teachers begin using this new technique, this new teacher position should be thoroughly demonstrated to them

Sixth, the students' participation in online and in-class debates and forums lets them improve their speech skills, which assists them in learning the language (Evseeva and Solozhenko, 2015)

Last but not least, the Flipped Classroom pedagogy explores students' differences in language competence learning style, and language learning speed, as they will vary in their ability to understand module content and complete assignments As a result, students will be able to “choose the pace, speed, and volume of the material they need to study” in the Flipped Classroom mode (Evseeva and Solozhenko, 2015) Many of the above benefits caused colleges and schools to turn to Flipped Classroom mode

1.6 Challenges that Face the Flipped Classroom

Some students do not have internet access In this case, teachers should burn the videos or screencasts on DVDs or save them on a flash pen and prepare copies

as a plan B for such students to avoid creating a divide between students who have and do not have internet Students can never watch the preclass videos or read the pre-class content if the classroom is flipped However, if attendance or grades are linked with these pre-class tasks, students will definitely attempt them eagerly to get the grades It is important to stress that grades should not be issued purely on the grounds of presenting an evaluation or taking a quiz, but also based on the nature of the students' work Any students tend to work alone and stop going online or participating in groups This may be solved if students comprehend the reason for using the Flipped Classroom mode of instruction When the latest Flipped Classroom technique was piloted at the beginning of the semester, an animated video was produced using PawToon to illustrate the new teaching methodology to the students

It was very useful because it simply outlined the Flipped Classroom technique, as well as the student and instructor roles

Occasionally, course instruments and equipment are not adequately or correctly planned As a result, it's critical to plan "good teaching and learning experiences" to ensure students' proficiency and interest, which can help foster

innovation

2 Statement of the problem

English as a Foreign Language is a compulsory subject in schools But in fact, students in my school demonstrate low level abilities in all of the four language skill areas: reading, writing, speaking, listening Furthermore, the students are exposed to little English language use and are very limited in their ability to learn English grammar In addition, they get bored in grammar lessons with grammar translation and audio-lingual methods, the main teaching method is lecturing,

making the textbook and the teachers are the only sources of knowledge This has created passive and unmotivated students and reduced learners’ chances to self-discovery, learn English grammar in many other methods My students do not have the opportunities to engage in English language use or practice skills outside of the classroom But this passive role in learning English grammar disappears in the flipped classes because the strategy motivates students to spend more of out- of-class time to learn by themselves and encourages them to participate more in classroom activities The flipped classroom radically changed the traditional concept of teaching and learning by shifting how the teacher is teaching and the learners are learning The flipped classroom strategy can help solve common problems of English language learners, such as lack of participation, communication, interaction opportunities, lack of sufficient feedback, and low proficiency levels Therefore, I conduct this study to apply the impact of the flipped classroom strategy on Quy Hop

3 school students’ grammar performances as well as their attitudes toward self-study

in English grammar classes I hope that this implementation will help my students have effectively English grammar classes and address the previously mentioned needs

II The solutions

1 Procedure for applying the flipped classroom strategy in teaching English grammar

The procedure was used with the experimental group: in phase one, the teacher selected videos on topics corresponding to the nine areas These videos were selected from the YouTube website Teacher checks the videos’ appropriateness for the students’ levels and topics Three days prior to each lesson, the teacher uploaded the corresponding video on zalo so that the students could watch them on their own time outside of school hours On zalo, the students were able to comment on the video and post questions for the teacher

In phase two, the teacher discussed the videos with the students at the beginning of each class so that the teacher could figure out whether all students had watched the video or not During the discussion, the teacher clarified any misunderstood points and answered the students’ questions Afterwards, a collaborative activity or a game was assigned to students to do in groups, pairs, or individually

In phase three, the students present their discussion results After that they were asked to complete the textbook exercises, given handout in groups and exchange their result for peer-correction In the cases where the group members found mistakes, they had to correct the mistakes and explain their corrections While learners were performing the tasks, the teacher walked around the class to observe them and provided feedback

Table 1 The procedure for using flipped classroom for teaching English grammar

- students raise their own questions

classroom

- students present their results

- Teacher gives feedback

- Teacher engages students in doing some activities and tasks

- Teacher checks and gives comments

2 Sample of application of flipped classroom strategy in English grammar in the English 10- Global Success

UNIT 1: FAMILY LIFE Lesson 2: Language

Part: Grammar: Present simple Vs Present continuous

1 Objective:

- Identify the club words using in present simple and present continuous

- Distinguish the different usage between present simple and present continuous

- Identify the form of present simple and present continuous used in context

- Form accurate affirmative and negative sentences using different grammar tenses

2 Procedure

At home:

 Teacher:

- selects video about present simple and present continuous from Youtube

- prepares questions, handout, worksheet

- posts videos, worksheets, lessons, questions on Zalo groups

Source: https://www.youtube.com/watch?v=Q5UEPSk9ipE

Questions:

1 What are the usages of present simple and present continuous ?

2 What are the different clue words of present simple and present continuous?

3 What are the forms of present simple ( affirmative, negative, interrogative)?

4 What are the forms of present simple ( affirmative, negative, interrogative)?

Handout:

Mark the letter A, B, C or D to indicate the correct answer to each of the following questions

Question 1: He to the cinema yesterday evening

Question 2: Jim _ a book at the moment

Question 3: I’m busy at the moment, _on the computer

Question 4: Don’t bother me while I _

A am working B was working C will work D will have

completed

Question 5: My brother _out at weekend

Question 6: Every day, my sister _the floor

cleans

Question 7: Listen! Someone

Question 8: First thing in the morning, I a cup of milk tea

Question 9: Anita _ very hard at the moment

studied

Question 10: I usually to school by bus

Question 11: Our friends for the fashion show now

Question 12: All staff in this restaurant an urgent meeting right now

Question 13: Yesterday morning I up early

Question 14: Please don’t make so much noise I

Question 15: Water at 100 degrees Celsius

 Students:

- watch the video, answer the questions ( anytime)

- raise some questions about the tenses if they do not understand somethings about the lectures on video

At class:

Time limit: 20 minutes

- Teacher discusses the videos with the students first

- Teacher divides the class into groups of four

- Students work in groups and discuss the questions , each group discusses the different questions Group 1,2,3 : question No1, group 4 : question No 2, group 5,6,7 : question No3, group 8,9,10 : question No4

- Teacher goes around to give comments

- Then the representative of each group shows their work

-

Student in class 10A1 presents their work

- Teacher gives feedbacks

- Students can raise more their own questions when they want to understand more about the lesson

- Teacher gives handout

- Teacher engages students in doing some activities and tasks

- Student work in group and do the given tasks

- Teacher checks and gives comments

Expected answer:

1 The usage

Present Simple Present Continuous

1 For facts things that are always true

or generally true Example:

- Whales live in the ocean

1 For an action happening right now at the moment of speaking

Example:

- We are learning English now

2 For regular habits or repeated actions

Example:

- He walks to school every day

2 To talk something that is happening AROUND the time of speaking but not necessarily at this exact moment

Example:

- I am reading a great book

2 The clue words

Present Simple Present Continuous

Always Usually Often Sometimes Never Everyday/ Every week…

At the moment

At present Currently Nowadays Now/ right now

Negative I/You/We/They + don’t + V

He/She/It + doesn’t + V

I + am not + V-ing He/She/It + isn’t + V-ing

We/You/They+ aren’t + V-ing

Interrogative (Question)

UNIT 2: HUMANS AND THE ENVIRONMENT

Lesson 2: Language

Part: Grammar: Passive Voice

1 Objective:

- Identify the reason and the time using the passive voice

- Recognize the steps to change active sentence into passive sentence in different tenses

- Understand the usages and the forms of passive voice in different tenses

2 Procedure

At home:

 Teacher:

- selects video about passive voice from Youtube

- prepares questions, handout, worksheet

- posts video, worksheets, lessons, questions on Zalo group

Video

Source: https://www.youtube.com/watch?v=nkAyggAM1q4

Questions:

1 Why should we use the passive voice? When do we use the passive voice?

2 What are the 6 steps to change active sentence into passive sentence?

3 What are the passive forms?

Handout:

Mark the letter A, B, C or D to indicate the correct answer to each of the following questions

Question 1: Money to the homeless shelter by Larry

Question 2: This house is going by my mother

Question 3: The ancient houses by the fire They are now under reconstruction

Question 4: The boy _ to the hospital immediately after the accident

Question 5: My bike _ brown and red by my father

Question 6: They _ this story by their grandmother when they visited her last week

Question 7: More than 120,000 people _ by the two atomic bombs in Hiroshima and Nagasaki in August, 1945

Question 8: by your father?

Question 9: The teacher the student for lying

Question 10: As the patient could not walk he home in a wheel chair

Rewrite the following sentences using the passive voice

Question 1: Pollution affects the environment in many ways



Question 2: The club's activities will raise people's awareness of environmental issues



Question 3: The local people planted many more trees in the neighbourhood last week



Question 4: The students are cleaning the school playground this morning



Question 5: Americans use around 100 billion plastic bags each year



 Students:

- watch the video, answer the questions ( anytime)

- raise some questions if they do not understand the lectures on video

At class:

Time limit: 20 minutes

- Teacher discusses the videos with the students first

- Teacher divides the class into groups of four

- Students work in groups and discuss the questions , each group discusses the different questions Group 1,2, : question No1, group 3, 4,5,6 : question No 2, group 7,8,9,10 : question No3,

- Students in class 10A1 discuss the questions

- Teacher goes around to give comments

- Students present their discussion results

- Teacher gives feedbacks

- Students raise their own questions when they want to understand more about the lesson

- Teacher gives handout

- Teacher engages students in doing some activities and tasks

- Teacher checks and gives comments

Expected answer:

1 We should use the passive voice when

- You don’t want to say who or what did the action

- You don’t know who did the action

- The object is the most important part of the sentence

2 The 6 steps to change active sentence into passive sentence

- Step 1: identify the subject, the verb and the object

- Step 2: move the object to become the new subject of the sentence

- Step 3: what is the verb tense in the active sentence?

- Step 4: conjugate the verb “be”

- Step 5: add the past participle of the main verb “be”

- Step 6: subject of the active sentence

Active:

3 The passive forms

Present Continuous

S + am/is/are + V-ing + O S + am/is/are + being + P2

Future Simple S + will + V-infi + O S + will + be + P2

V-infi + O

S + am/is/are going to + be + P2

could should may might must

S + can + be + P2 could

should may might must

UNIT 5 : INVENTIONS Lesson 2: Language

Part: Grammar: Gerunds and To - infinitives

1 Objective:

- Recognise the definition and the form of a gerund and a to – infinitive

- Identify the uses of gerunds and to – infinitives

- Understand the special uses of gerunds and to – infinitives

2 Procedure

At home:

 Teacher:

- selects video about Gerunds and To - infinitives from Youtube

- prepares questions, handout, worksheet

- posts video, worksheets, lessons, questions on Zalo group

Video

Source: https://www.youtube.com/watch?v=v2_Qic03XFI

4 How do we use to- infinitive ?

5 What are the specail uses of gerunds and to – infinitives?

Handout:

Mark the letter A, B, C, or D to indicate the correct answer to each of the following questions

1 It was Mrs Kent who suggested Mary _ abroad

2 You don’t expect me _ that you actually met John,do you?

3 The board of dircector discuss the project,then went on _another topic

4 Why do you continue _.there if you don’t like your job?

5 He regrets not _to see his grandparents in Paris

6 Mary agreed .to the circus with Ann

7 My doctor doesn’t permit me _ red meat

8 It’s no use his opinion

9 Anyone can _used to _a life of luxury

10 If you decidev _vyour car,let me _

know

 Students:

- watch the video, answer the questions ( anytime)

- raise some questions about the Gerunds and To - infinitives if they do not

understand the lectures on video

At class:

Time limit: 20 minutes

- Teacher discusses the videos with the students first

- Teacher divides the class into groups of four

- Students work in groups and discuss the questions , each group discusses the different questions Group 1,2, : question No1, group 3, 4, : question No 2, group 5,6 : question No3, group 7,8 : question No 4, group 9,10 : question No5,

- Teacher goes around to give comments

- Students present their discussion results

- Teacher gives feedbacks

- Students raise their own questions when they want to understand more about the lesson

- Teacher gives handout

- Teacher engages students in doing some activities and tasks