VIETNAM NATIONAL UNIVERSITY HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES LÊ THỊ MAI HOA APPLYING FLIP TEACHING METHOD TO IMPROVE STUDENTS’ ACTIVE LEARNING[.]
INTRODUCTION
Rationale
Finding a path to foster student self-reliance and enthusiasm in learning remains a key challenge for the government, education authorities, teachers, and educators alike Over the past decade, online learning has gained significant attention and support from the state as an innovative educational solution According to Ambient Insight Research (USA) in 2014, Vietnam is among the fastest-growing countries in e-learning, with an impressive annual growth rate of 44.3%, highlighting the rapid expansion of digital education in the country.
Vietnam currently has between 37 and 40 million Internet users, with the average individual spending approximately 2 hours daily online, accounting for 31.5% of total media consumption This trend is particularly rising among young people, indicating significant growth in digital engagement across the country.
To engage young people effectively, it is essential to adopt innovative teaching methods that replace traditional approaches, fostering student interest and encouraging active learning Implementing modern strategies like reverse or flip teaching can enhance English education by making lessons more interactive and student-centered Embracing these innovative methods not only harnesses the appeal of the internet but also promotes a more dynamic and effective learning environment for students.
The flipped classroom model is fundamentally based on the shift from teacher-centered to student-centered learning environments Student-centered approaches, rooted in constructivist education theories, emphasize active student engagement and shared knowledge construction (Kain, 2002) In this model, video lectures prepare students outside of class, replacing traditional in-class lectures, which allows classroom time to be dedicated to interactive activities such as problem-solving and cooperative learning This restructuring promotes more student-centered instructional methods, fostering deeper learning through active participation.
Advancements in technology have made the flipped classroom approach highly feasible today, despite its initial challenges a decade ago Unlike traditional teacher-centered education that relies on lectures, printed textbooks, and exams, the flipped classroom enhances learning by integrating internet-based resources Teachers create and curate multimedia content such as videos, PowerPoint presentations, and online tools to facilitate lesson preparation and online training Students actively engage with these materials beforehand, enabling them to comprehend concepts more effectively and come prepared with questions for class discussions This innovative method expands the scope and variety of student learning, making education more interactive and adaptable to modern technological trends.
In short, on the basis of theory and practice, the application of flip teaching has the ability to bring about a change in students‟ active learning positively.
Aim and objectives of the study
The study aimed at improving the students‟ active learning spirit at a high school in Hanoi through the applying flip teaching
This overall aim was specified into the following objectives:
1) To examine the students‟ improvement in their active learning when instructed with the flip teaching method
2) To identify what the teacher should take into considerations in enhancing the students‟ active learning when applying the technique
3) To investigate the students‟ attitudes towards the flip teaching method.
Research questions
1 To what extent does the students‟ active learning improve through flip teaching method?
2 What should the teacher consider when applying the flip teaching method to improve the students‟ active learning?
3 What are the students‟ attitudes towards the application of the flip teaching method to improve their active learning?
Scope of the Study
This study involves 47 students in a class at a high school in Hanoi Therefore, applying the flip teaching method for other grades would be beyond the scope.
Methods of the Study
This action research study conducted with 17-year-old high school students in Hanoi aimed to assess the development of students' active learning spirit Using surveys, group interviews, and teaching diaries, the research collected comprehensive data throughout the process The analysis of these methods demonstrated a significant improvement in students' overall active learning engagement.
Significance of the Study
This study aims to contribute effective teaching strategies that incorporate new methods to promote active student learning The findings will provide valuable insights for English teachers and school educators to enhance their instructional practices Specifically, the research examines the impact of the flipped teaching method, offering recommendations on combining methodologies that effectively improve students' language skills Overall, this study seeks to support educators in adopting innovative approaches to foster more engaging and effective learning environments.
The organization of the Thesis
The study contains five chapters:
Chapter 1 is the Introduction, which presents the rationale, aims, objectives, research questions, scope, significance and design of the study
Chapter 2 is the Literature Review reconsidering theoretical issues related to the natural of active learning, traditional teaching method, non-traditional teaching method - Flip teaching method, the importance of teaching method and some activities as well as previous studies on the use of Flip teaching method in order to improve students‟ learning
Chapter 3 expresses the Methodology of the Study, comprising the background information of the context where the study is conducted, the subject, data collection instruments, and the procedures of data collection
Chapter 4 is the Data analysis and findings which aims at describing the analysis of data in detail and giving the summary of the findings as well as a thorough discussion of the findings of the study
Chapter 5 is the Conclusion of the study, summarizing the main issues, limitation of the current research and some suggestions for future research as well.
LITERATURE REVIEW
The nature of active learning
Learning is an active process involving changes in behavior or knowledge resulting from experience It entails engaging with objects, experiences, and conversations to build mental models of the world, as emphasized by Dewey (1938), Piaget (1964), and Vygotsky (1986) Learners acquire knowledge by exploring their environment, observing phenomena, interacting with others, and connecting new ideas to prior understanding, thereby fostering meaningful learning experiences.
Learning is a cumulative process that enhances and transforms existing knowledge, serving as a foundational scaffold for future learning As Alexander (1996, p 89) explains, "one’s knowledge base is a scaffold that supports the construction of all future learning," emphasizing the importance of building on prior understanding to promote continuous educational growth.
Learning occurs within a complex social environment and should not be viewed solely as an individual process It is essential to consider learning as a social activity involving people, their interactions, cultural context, and shared tools and language (Bransford et al., 2006; Rogoff, 1998) Knowledge is collaboratively constructed by participants engaged in meaningful activities, emphasizing the social nature of learning (Scardamalia & Bereiter, 2006).
Learning is most effective when it occurs in authentic, real-world contexts, allowing learners to engage with specific ideas and concepts as needed or desired This approach, supported by Greeno (2006) and Kolodner (2006), encourages meaningful engagement and deeper understanding by connecting learning to practical situations.
Learning requires learners‟ motivation and cognitive engagement to be sustained when learning complex ideas, because considerable mental effort and persistence are necessary
Active learning, as defined by Barnes (1989), is a process where students engage in activities such as reading, writing, discussions, and problem-solving that foster analysis, synthesis, and evaluation of the course material Approaches like cooperative learning, problem-based learning, case studies, and simulations are effective strategies that promote active engagement and deepen understanding Incorporating these methods into educational practices enhances student participation and improves learning outcomes.
Active student engagement enhances learning by encouraging deeper thinking and enjoyment of the course content This can be achieved through various activities such as group work, project-based learning, interactive online exercises, and peer teaching It is essential for students to actively participate and reflect on these activities to develop higher-order thinking skills and maximize their educational outcomes.
The key principles of active learning are:
(1) The task has purpose and relevance to the students
(2) The students are able to reflect on the meaning of what they have learnt
(3) The students can negotiate goals and methods of learning with the teacher
(4) The students can critically evaluate different ways and means of learning the content
(5) The complexity of the learning tasks is comparable to professional contexts and real life
(6) The tasks are situation-driven: that is, the need of the situation is taken into consideration in order to establish the learning tasks
2.1.3 The importance of active learning
Meyers and Jones (1993, p xi) ascertained active learning as learning that allows
Active learning encourages students to engage in diverse activities such as case studies, problem-solving exercises, simulations, and role-playing, which require applying their knowledge in practical contexts This approach fosters higher-order thinking skills, including analysis, synthesis, and evaluation Additionally, teachers play a crucial role in helping learners initiate tasks, set learning goals, and adapt strategies for success As a result, active learning increases students' accountability for their own learning process (Zimmerman, 2002).
Active learning fosters the development of autonomous learners by enabling students to demonstrate understood concepts, set learning objectives, and select suitable learning strategies In this approach, students become active partners in the educational process, while teachers serve as motivators and guides By promoting active engagement, it facilitates the transition from dependent to independent learning, leading to more effective knowledge retention Research indicates that individuals learn more efficiently when they solve problems and make discoveries on their own, enhancing their overall learning experience.
1995) Rauz and College (2004) believed that active learning stimulates independent thinking and problem solving
Active learning in e-learning has garnered significant attention in scholarly research, highlighting its crucial role in enhancing student engagement and understanding (Huffaker & Calvert, 2003; Donovan, 2005; Hrastinski, 2008; Chen, Lambert & Guidry, 2010; Koohang & Paliszkiewicz, 2013; Koohang, Kohun & DeLorenzo, 2013; Koohang, Smith, Yerby & Floyd, 2012) Consequently, assessing the importance of active learning within digital education is essential to optimize teaching strategies and improve learning outcomes.
Recent studies increasingly focus on strategies to motivate students and enhance active learning to improve academic outcomes Researchers emphasize that fostering students' sense of active engagement is crucial for sustainable learning progress The primary goal is to identify effective methods to stimulate students’ ability to learn actively, thereby boosting their motivation and academic performance.
Classical conditioning, operant conditioning, and observational learning are the three main types of learning Classical and operant conditioning are forms of associative learning, where individuals form associations between events that occur together Observational learning, on the other hand, involves acquiring new behaviors by watching others, making it a vital mechanism for social and behavioral development These learning processes are fundamental to understanding how humans and animals adapt and acquire new skills.
Classical conditioning, also called Pavlovian conditioning, is a fundamental concept in behaviorism that explains how organisms learn through associations This psychological process involves pairing a neutral stimulus with an unconditioned stimulus to produce a conditioned response Understanding classical conditioning is essential for developing effective behavior therapy techniques aimed at modifying unwanted behaviors.
While people do not respond exactly like Pavlov's dogs, classical conditioning has numerous practical applications in the real world For instance, many dog trainers utilize classical conditioning techniques to effectively train pets, demonstrating the method's effectiveness beyond laboratory settings.
In education, teachers can effectively use classical conditioning to create a positive classroom environment that reduces student anxiety and fear By pairing anxiety-provoking activities, like performing in front of a group, with pleasant surroundings, students can develop new, healthier associations This approach helps students remain relaxed and calm during challenging situations, fostering a friendly and comfortable learning atmosphere Additionally, preparing students at home with pre-lesson homework contributes to building their confidence and reduces classroom anxiety.
Operant conditioning, also known as instrumental conditioning, is a behavioral training method that utilizes reinforcement or punishment to modify behaviors This process involves forming a clear association between specific actions and their consequences, which can either encourage or discourage the behavior By understanding how behavior is influenced by rewards and penalties, individuals can effectively shape desired behaviors and reduce unwanted ones.
One of the simplest ways to remember the differences between classical and operant conditioning is to focus on whether the behavior is involuntary or voluntary
Teaching methods
The teaching method encompasses the principles, pedagogy, and management strategies used to facilitate effective classroom instruction It is a vital component of the educational curriculum, addressing the critical question of how to deliver content effectively Employing appropriate teaching methodologies enhances student engagement and learning outcomes, making it essential for effective teacher education and curriculum development.
According to Barrett, Bower, and Donovan (2007), teaching approaches are primarily categorized into teacher-centered and student-centered methods, each with its own advantages and disadvantages It is important for educators to understand that any teaching method requires careful preparation to effectively facilitate learning Multiple studies, including those by Barnes, highlight the significance of selecting appropriate instructional strategies that align with specific educational goals and student needs for optimal outcomes.
All teaching methods have their strengths and weaknesses, and their effectiveness depends on matching them to the learner’s characteristics and the desired learning outcomes (Blevins, 2003; Morgan, Whorton, & Gunsalus, 2000; Westwood, 2008) For a teaching method to be appropriate and effective, it must align with the individual needs of the learner and the specific type of learning it aims to facilitate.
Effective teaching methods are essential for stimulating students’ curiosity about the subject matter and actively engaging them in the learning process These methods promote the development of critical thinking skills, help keep students focused and on task, and foster meaningful classroom interactions Overall, adopting effective teaching strategies enhances student understanding and retention of course content, leading to more successful learning outcomes (Boundless, 2016).
The traditional teaching method, also known as lecture method is very common in education In this education context, the educator can deliver the message via the
The "chalk-and-chalk" method and overhead projector transparencies exemplify traditional instruction rooted in the behavioral learning perspective, which has been utilized for decades (Skinner, 1938) This teaching approach tends to promote a passive learning environment, where learners play a minimal role in actively engaging with the content (Orlich, Harder, Callahan, Kauchak & Gibson, 2004).
Research by Udovic, Morris, Dickman, Postlethwait, and Wetherwax (2002) and Kolesnikova (2016) indicates that traditional teaching methods often fail to equip students with lasting skills or knowledge beyond the classroom Furthermore, many teachers and students agree that conventional classroom teaching is of limited effectiveness for both teaching and learning outcomes.
In this view, the lecture method despite its well documented limitations may not be totally discarded in favour of other teaching approaches (Edlich, 1993; Brockbank
Despite its widespread use globally, traditional lecture-based teaching methods require adaptation to different educational contexts There is a growing need to transform this conventional approach into more interactive and engaging learning experiences to improve student participation and understanding.
In today's competitive educational environment, educators constantly seek innovative teaching methods to enhance student learning experiences Non-traditional approaches, such as active learning, have gained significant attention for their effectiveness in conveying information and fostering understanding (Martin, 1998; Bonwell & Eison, 1991) Active learning has transformed pedagogical practices by shifting from traditional teacher-centered models to more student-centered approaches, promoting deeper engagement and improved learning outcomes This methodology is also regarded as a key strategy for ensuring quality education, with active learning in higher education facilitating more effective and meaningful deep learning experiences (Haack, 2008).
Active learning offers significant benefits for students, including improved grades, deeper understanding of material, and the development of social skills and self-efficacy beliefs (Shimazoe & Aldrich, 2010) It promotes positive attitudes toward autonomous learning and encourages critical thinking and individual responsibility According to Berry (2008), all active learning strategies are characterized by four key elements: critical thinking, personal responsibility for learning, engagement in open-ended activities, and organized learning experiences led by the teacher.
Active learning involves students engaging in meaningful activities and reflecting on their learning process, fostering deeper understanding (Prince, 2004) Unlike traditional teaching methods, where students passively receive information, active learning encourages active participation and critical thinking This approach enhances student engagement and promotes more effective learning outcomes.
2.2.3 The importance of teaching methods
Modern teachers are no longer just instructed on what to teach; they are also guided on how to teach effectively To maximize student learning, teachers must embrace innovative teaching methods that foster critical thinking and active practice among students This requires educators to continuously study, engage in earnest reflection, and implement practical teaching strategies aimed at enhancing students' ability to learn, think critically, and develop essential practical skills.
Different teaching methods lead to diverse learning outcomes, highlighting the importance of clarity in educational objectives While content knowledge remains essential, developing critical skills such as critical thinking, innovation, independent learning, and creativity is even more vital in the digital age Choosing the right teaching approach that fosters these skills is key to student success and encourages active learning Effective teaching methods not only facilitate knowledge acquisition but also stimulate students’ ability to think independently and creatively, preparing them for the challenges of the modern world.
Effective quality education relies on both selecting the appropriate teaching methods and ensuring their proper implementation Online collaborative learning can be highly successful or unsuccessful depending on how it is executed, highlighting the critical role of teaching approaches in promoting student engagement The chosen teaching method significantly impacts students’ active learning, emphasizing the importance of flexible and adaptive teaching styles To maximize student participation and learning outcomes, educators must continuously modify and adapt their teaching strategies to suit various learning contexts.
Implementing innovative flip teaching methods can significantly enhance students' self-directed learning abilities In response to urgent educational needs, it is practical to establish testing protocols to evaluate the effectiveness of these teaching transformations Embracing such approaches may lead to more autonomous and effective learning experiences for students.
FLIP teaching method
Flipped teaching, also known as flip learning, reverse teaching, or the flipped classroom, involves shifting direct instruction from the classroom to individual study at home This approach, characterized by the acronym F-L-I-P (Flexible Environment, Learning Culture, International Content, Professional Educator), enables teachers to implement various methodologies that foster a dynamic and interactive learning environment In a flipped classroom, traditional school work is completed at home, while classroom time is dedicated to engaging, collaborative activities where educators guide students in applying concepts creatively, transforming the learning space into a hub of active participation.
The classroom method promotes active learning by having students take notes at home, often through screencasts, and then applying their knowledge during class This approach shifts the cognitive load from the teacher to students, encouraging them to actively engage with the material During class, students are challenged to apply and use what they have learned, with the teacher available to provide guidance if needed This method enhances learning effectiveness by fostering student-centered, participatory classroom activities.
The flipped teaching method can be easily understood by dividing it into two key steps: what students might do at home and what they might do at school According to the Center for Teaching Innovation at Cornell University (2017), students engage with learning materials independently at home, such as watching lectures or reviewing content, while class time is dedicated to interactive activities, discussions, and applying knowledge under teacher guidance This approach promotes active learning and enhances student engagement both inside and outside the classroom.
What students might do at home in a flipped classroom:
- Read physical or digital texts
- Participate in an online discussion
What Students might do at school in a flipped classroom:
- Skill practice (guided or unguided by teacher)
- In-person, face-to-face discussion with peers
2.3.3 Flipped Classroom Lesson Plan Template
Effective lesson plan design is essential to accommodate pre-class, in-class, and post-class educational preparations, ensuring a coherent learning experience It is necessary not only for foundational instruction but also to implement diverse instructional strategies such as integrated, differentiated, and problem-based learning According to Skowron (2001), well-crafted lesson plans support various instructional styles, enhancing student engagement and learning outcomes.
For this purpose, a lesson plan form was built to help the teachers designing their lesson with Flip Classroom model (Papadakis, S., Gariou-Papalexiou, A & Makrodimos, N.(2019)
Subject Class Unit Instructor Cognitive aims Learning outcomes Teaching method Materials Short description of the teaching stages
Table 2.2: Flip Classroom Lesson Plan Template
Grade level Subject area Lesson title Time needed Teacher Number of students Prerequisite skills or knowledge Learning objectives
Student learning resources with a short description
(notes, books, maps, videos, presentations, websites, etc.)
Authors of the above learning material and the duration
Student learning activities at home (answering video embedded questions, solving problems, writing summaries, surveys or essays, etc.)
Reviewing students‟ work prior to class
Differentiating the design of in class activities depending on the above feedback
Classroom activities (type, detailed description, duration, materials to prepare)
Summative assessment through online tests or projects Challenging activities for high performers
Scheme theory
This study implemented flip teaching methods through website and video delivery to enhance online learning It utilized the twelve elements of knowledge construction within an active learning e-learning model (Koohang, 2012) to develop an instrument for collecting students' opinions The focus was on assessing the importance of incorporating active learning elements into their online course activities, assignments, and projects, highlighting the role of engagement and interaction in online education.
The items of the instrument were as follows:
Table 2.3: Knowledge construction through active learning in e-learning model
1 Higher-order thinking skills analyzing, evaluating, & synthesizing problems
3 Real world/ relevant examples using real world and relevant examples
4 Scaffolding thinking above and beyond what I normally learn
5 Self-driven goals and objectives setting my learning goals and objectives
6 Self-mediating/ control of learning self-mediating and being in control of my learning
7 Self-reflection/ awareness being self-aware and self-reflect
8 Learner‟s experience including my previous experience in solving a problem
9 Self-assessment self-assessment of my learning
10 Learner‟s representation of ideas/ concepts presenting my ideas/ concepts
11 Active engagement actively analyzing, evaluating & synthesizing multiple perspective expressed by other classmates
12 Collaborative assessment assessing everyone else‟s learning progress
Unlike traditional non-flipped classrooms, where instructors deliver lectures and students take notes at home, flipped classrooms leverage technology to transform in-class time into interactive, collaborative activities This approach emphasizes active learning through hands-on experiences, encouraging student engagement Rooted in Scheme Theory, flipped classrooms highlight the importance of connecting new information with prior knowledge, which is essential for meaningful understanding By integrating prior knowledge with new content, flipped learning enhances comprehension and retention, making the educational experience more effective and student-centered.
Students enhance their learning by integrating new information with prior knowledge, and flipped classrooms supported by technology facilitate this process This approach allows students to build and refine their schemas before class, providing essential background knowledge for upcoming lessons Classroom teaching promotes cognitive development through schema formation and adaptation Therefore, Schema Theory effectively explains how technology-assisted flipped classrooms enhance learning outcomes through schema construction and transformation.
Previous studies on the use of the flip teaching method
Although numerous studies have explored the effectiveness of the flipped teaching method worldwide, there is a limited number of research conducted within the Vietnamese educational context This gap highlights the need for further investigation into how flipped learning can be applied and optimized in Vietnam’s unique classroom environments Building on previous research, this study will also incorporate insights from additional authors to deepen understanding of the method’s impact locally.
Bergmann and Sams (2012) were pioneers of the flipped classroom, discovering that students who missed lessons watched recorded videos, leading to increased in-class interaction They define the flipped classroom as "a dynamic, interactive learning environment where the educator guides as they apply the concepts and engage creatively in the subject matter," highlighting its role in promoting active student learning This teaching method enables more student engagement and fosters a more interactive and participatory classroom experience.
Even with the positives of the flipped lesson, there are voices of concern (Sun,
Effective flipped classroom design requires addressing teacher workload and enhancing student motivation, as these are critical factors influencing success (Moffett, 2015; University of Toronto, 2019) Implementing diverse strategies can overcome these challenges, fostering a more engaging learning environment When students are motivated, their active learning significantly improves, leading to better educational outcomes.
Recently, Vietnam has begun testing the flipped teaching model in universities and secondary schools with the support of information technology, reflecting a growing interest among MOET, educators, and school managers in innovative teaching methods Studies by Nguyen Quoc Vu and Le Thi Minh Thanh (2017) highlight that implementing the flipped classroom, particularly through well-designed questionnaires, can enhance student creativity Additionally, Tran Thi Thu Quyen (2017) explored students’ perceptions of the flipped classroom via Facebook for educational purposes However, previous research primarily focused on the application of the flipped model in teaching technical and natural sciences at high school levels Currently, there is a lack of studies addressing how the flipped classroom can improve active learning among students, motivating researchers to identify effective learning strategies tailored for Vietnamese students to position Vietnam competitively in global education.
Summary
This chapter reviews the relevant literature to establish the theoretical and conceptual framework for the study It begins by defining active learning, its significance, learning models, and scheme theory Next, it discusses various teaching methods, their classifications, and their importance in education Emphasis is placed on the FLIP teaching method, including its definitions, instructional strategies, scheme theory, key activities, and related previous studies These insights provide a foundation for the action research aimed at using the Flip teaching method to enhance students' active learning, which is detailed in the following chapter.
METHODOLOGY
Context of the study
Founded in 2007, this emerging public school in Hanoi has quickly grown to serve over 2,160 students through 48 classes and a dedicated team of 94 teachers The school's curriculum offers two main streams: natural sciences and mathematics, as well as social sciences and foreign languages, providing a comprehensive educational experience.
At this school, there are 12 qualified English teachers, most with at least 3 years of teaching experience, highlighting the school's strong focus on English education The school emphasizes the importance of English as a key subject in student development, supported by advanced facilities like the ICTs Room, invested by Korea, which is unique in Vietnam and enhances students' learning abilities through the use of information and communication technologies such as computers, internet, and video conferencing Integrating technology in teaching is a core strategy to motivate students to learn English effectively The school also offers supportive environments for language practice, including an English club and opportunities to converse with foreigners through field trips abroad and dedicated English periods Additionally, various extracurricular activities like Youth Contest and Kella Contest are organized to boost students’ confidence, develop their skills, and promote active engagement in learning English These initiatives foster a positive learning atmosphere, strengthening the bond between students and teachers and creating a vibrant environment for English language acquisition.
English teaching and learning in the school is to get more cheerful and the quality of learning has been gradually improved
Seventeen-year-old students from high school in Hanoi participated in the study, with a total of 47 students in class 11D6, including 32 girls and 15 boys The researcher selected grade 11 students because she believed they were familiar with traditional teaching methods, which can contribute to stagnation in students’ active learning Each week, the participants engaged in activities designed to foster more dynamic and engaging learning experiences.
The daily schedule includes three periods of English classes in the morning, complemented by a two-period supplementary lesson in the afternoon to reinforce learning Flip-flop teaching methods are implemented during the main morning sessions to enhance student engagement and understanding All participants demonstrated a strong willingness to join the course, indicating high motivation and enthusiasm for English learning.
The official English textbook for grade 11 students is "Tieng Anh 11," published by the Ministry of Education and Training (MOET), aligned with the standard syllabus Students study this textbook in the morning, complemented by pre-class videos prepared by the teacher, which cover each lesson’s content These videos serve to enhance understanding and are directly related to the corresponding lessons in the students' book To foster active learning, activities are diversified based on the lesson content, including group work, individual and group presentations, discussions, educational games, and opportunities for knowledge and experience sharing.
Research design
1 To what extent does the students‟ active learning improve through flip teaching method?
2 What should the teacher consider when applying the flip teaching method to improve the students‟ active learning?
3 What are the students‟ attitudes towards the application of the flip teaching method to improve their active learning?
This study was conducted as an action research within a classroom setting, aiming to improve educational practices and outcomes According to Schmuck (1997), action research involves examining real school situations to enhance the quality of actions and results Its primary goal is to foster teachers' professional judgment and provide insights into more effective methods for achieving desirable educational goals.
According to McMillan (2004), action research is focused on solving specific classroom or school problems, enhancing teaching practices, and supporting decision-making at a local level It provides a systematic process for transforming current practices into more effective ones The primary goal of action research is to achieve immediate improvements within one or a few classrooms or schools, making it a practical approach for targeted educational change.
Action research, despite varying definitions, shares a common goal of enhancing professional practice and student outcomes It is an effective method for teachers to improve their teaching strategies and student learning experiences This aligns with the purpose of this study, which explores how the Flip teaching method can promote active learning among students Therefore, action research was selected as the appropriate approach to investigate the impact of Flip teaching on student engagement.
The research was developed and carried out during 6 weeks at the end of the first term As mentioned above, the subjects of the study were 47 students (32 girls and
In a Hanoi classroom with 15 boys, an action research study was conducted utilizing Nunan’s (1992) seven-phase cycle The research process included problem identification, preliminary investigation, hypothesis formation, intervention, data collection, data analysis, and evaluation of expected outcomes This structured approach ensured a comprehensive understanding of the teaching and learning challenges, facilitating targeted interventions to improve educational results.
During 11th-grade English lessons, many students showed minimal progress despite multiple class periods each week, with some struggling to understand or remember the material Several students relied on references and the Internet to complete exercises, indicating low independent learning skills Distractions such as sleeping, playing games on mobile phones, or whispering to friends were common, leading to wasted class time Only a small percentage of students demonstrated a positive attitude toward learning English, causing the teacher to feel disappointed and eager to improve the learning environment This situation reflected a reliance on traditional teaching methods and suggested that students either depended entirely on the teacher or had nearly inactive learning abilities These observations were made during the 2019 academic year while employing conventional teaching approaches.
The researcher used teaching diaries to track the active learning progress of 47 students throughout the research process Detailed notes were recorded immediately on the first day of lesson plan development and classroom instruction, ensuring accurate documentation of each stage in students’ engagement and learning activities This systematic approach provides valuable insights into how students’ active learning evolved during the study.
The students in class 11D6 acknowledged that their motivation to learn English remains low and that they struggle to retain key content after each lesson They find the unit content too complex or lengthy to grasp fully within a single period The students believe that without distractions from peers and with more preparation time before class, their English proficiency would improve naturally Additionally, factors such as lack of motivation, laziness, and monotonous activities were identified as barriers to their language learning progress.
The analysis of brief student interactions in Step 2 indicated that a lack of motivation and ineffective teaching methods may hinder active learning This prompted further research into active learning pedagogies to identify the most effective strategies for boosting student engagement During this literature review, including teaching methodology books and journal articles, the researcher discovered that switching teaching approaches could improve active learning The researcher hypothesized that implementing the flipped teaching method could significantly enhance students' active participation and overall learning outcomes.
Based on students' learning results from the first and second terms of grade 10 and teachers’ observations of students’ attitudes during the learning process, the researcher designed Units 5 and 6 using the flipped teaching method These units are developed from the textbook "Tieng Anh 11, Tap Mot, Sach Thi Diem," published by MOET, to enhance student engagement and comprehension in the course.
This 6-week course employed the flipped teaching method to evaluate changes in students' active learning levels Each week consisted of three instructional periods, facilitating flexible and engaged learning All course procedures are detailed in Table 3.1, outlining the structured approach of the flipped classroom implementation to enhance student participation and learning outcomes.
Table 3.1: The course procedures for experimental class
Unit Period Topics Research program
1 Introduction and orientation The research programs were introduced to the students www.olm.vn and
Microsoft Team were two websites which were chosen to travel with the researcher
ASEAN and the ASEAN Charter
The Association of Southeast Asian Nations
Students implemented each lesson through the researcher‟s instruction Because each period had different targets and skills, the researcher changed activities continuously in order to stimulate the students‟ active learning
Of course, the lesson was strictly taught according to three stages: pre, while and post
Gerunds/ state verbs in continuous forms
ASEAN member states: brief introduction
Singapore Scholarships and ASEAN Scholarships
Perfect gerunds and perfect participles
Save the planet, save your life
Global warming: causes and effects
Young voices for the Planet
8 Conclusion Students were asked to fill in the survey/ take part in the researcher‟s interview
In the initial phase, students were introduced to the meaning and procedures for fulfilling their responsibilities before, during, and after class, helping them understand their roles in learning English effectively Relevant online resources such as www.olm.vn and Microsoft Teams provided tasks and activities for students to complete after watching videos, ensuring ongoing engagement Students and teachers' accounts were registered upon reaching Grade 10, reflecting the school's focus on English education Additionally, the foundational concepts of the flipped learning method were explained, and a six-week lesson framework was established to guide the learning process.
Figure 3.1: Website www.olm.vn’s interface
Throughout units 5 and 6, the teacher consistently provided students with lesson videos three days in advance, allowing ample time for preparation Students watched these videos to grasp the main content of each lesson and completed the assigned tasks accordingly Additionally, they were required to take detailed notes on all lesson titles and key points, enhancing their understanding and retention of the material.
Traditional teaching methods typically include three main steps in a 45-minute lesson The Pre-step, lasting around 5 minutes, involves ice-breakers, warm-up activities, and lead-ins designed to activate students' prior knowledge and prepare them for learning The While-step, approximately 30 minutes, focuses on direct engagement with the text, where students perform tasks related to the content, with teachers providing immediate feedback and employing suitable techniques based on students' skill levels The Post-step, about 10 minutes, assesses comprehension, evaluates skills, and extends knowledge to real-life contexts through activities that integrate grammar, speaking, and writing However, this structure often limits lower-level skills like remembering and understanding within class, leaving higher-level learning activities to be done outside the classroom, which can cause student boredom and reduce active engagement in English learning.
In the flipped classroom model, learning is reversed by allowing students to complete lower-level cognitive tasks outside of class, such as watching 12-minute videos and completing simple teacher-assigned activities, which helps them understand and retain basic content This approach benefits students, especially those who need multiple viewings of videos, by enabling self-paced learning without time constraints During class, students engage in higher-order thinking skills like applying and analyzing knowledge through interactive activities guided by the teacher, fostering deeper understanding Increasing the amount of English learning time reduces students' fear of the language and boosts motivation, encouraging careful preparation Ultimately, this method helps students overcome laziness and develop greater autonomy in learning English, leading to more effective language acquisition.
Figure 3.3: Bloom’s Taxonomy in Flipped Classroom (Williams, 2013)
When implementing the flipped teaching method, it is essential for the lesson plan to be adaptable and tailored to students' needs To achieve this, the researcher redesigned and customized the template specifically for students at their high school, ensuring it is suitable and flexible to facilitate effective learning.
Table 3.2: Flip Classroom Lesson Plan Template
Grade level Subject area Lesson title
Time needed Teacher Number of students Prerequisite skills or knowledge Learning objectives
Student learning resources with a short description (notes, books, maps, videos, presentations, websites, etc.)
Authors of the above learning material and the duration (especially for videos)
Student learning activities at home
(answering video embedded questions, solving problems, writing summaries, surveys or essays, etc.)
Reviewing students‟ work prior to class
(through www.olm.vn / Microsoft Teams)
Differentiating the design of in class activities depending on the above feedback
Classroom activities (type, detailed description, duration, materials to prepare)
Summative assessment through online tests or projects
Challenging activities for high performers
Summary
This chapter outlines the comprehensive methodology of the study, including the research setting, teaching and learning conditions at the selected high school, and the overall research design It details the research approach, procedures, and data collection instruments such as survey questionnaires, group interviews, and teaching diaries Additionally, the chapter describes the data analysis methods used to ensure accurate and reliable interpretation of the research findings.
DATA ANALYSIS AND FINDINGS
The students’ improvement in active learning through flip teaching method
The study assessed the impact of the flip teaching method on students' active learning by using a survey questionnaire in the final phase of research The results, based on ten questions, demonstrated a significant improvement in students’ attitudes towards classroom activities and learning outside of class.
Figure 4.1: Students’ active learning assessment totally agree disagree 0
5 10 15 20 25 30 35 40 45 totally agree agree disagree totally disagree
Table 4.1: Students’ active learning assessment totally agree agree disagree totally disagree Higher-order thinking skills
7 (14,9%) Self-driven goals and objectives
0 (0%) Self-mediating/ control of learning
1 (2,13%) Learner's representation of ideas/ concepts
The data clearly indicates that a significantly higher percentage of students selected "totally agree" and "agree" responses compared to those who chose "disagree" or "totally disagree." Specifically, in assessing students’ active learning, the highest agreement levels were observed in key elements such as self-driven goals and objectives (94.49%) and learning experience (57.45%), highlighting strong student engagement Elements like exploration (53.19%), real-world/relevant examples (44.68%), scaffolding (48.94%), learner’s representation of ideas or concepts (53.19%), active engagement (57.45%), and collaborative assessment (42.55%) also demonstrated predominantly positive responses, with the "totally agree" and "agree" categories surpassing other response options This data underscores students' favorable perception of active learning strategies in these areas.
While some students expressed disagreement or neutrality with higher-order thinking skills, exploration, real-world examples, scaffolding, learning experience, active engagement, and collaborative assessment elements, the overall numbers were small, reflecting the challenging nature of these components These elements likely require a strong background knowledge, aligning with Bloom’s Taxonomy's higher levels of evaluating and creating, which explains why students may be hesitant to affirm their effectiveness after only six weeks of implementing the new flipped teaching method.
To evaluate the effectiveness of the flip teaching method in enhancing students' active learning, the researcher administered a synthetic question both before and after implementing the method Students were allowed to respond only once per survey, ensuring consistency in measuring their engagement and understanding.
Table 4.2: Pre-intervention Quick Survey
Do you become very interested in the learning classroom after hearing the teacher explain how we would be working?
Table 4.3: Post-intervention Quick Survey
Will you recommend your teacher continue this type of learning?
The comparison between the pre- and post-data reveals a significant shift in students’ attitudes toward flip teaching methods Previously, 14 students (29.79%) disagreed with continuing this approach, indicating some resistance or dissatisfaction However, after implementing the new teaching strategy, no students expressed disagreement (0%), clearly demonstrating increased interest and acceptance of the flip teaching method This suggests that the innovative approach effectively engaged students and improved their overall perception of the teaching style.
Most participants expressed a strong preference for the flipped learning approach, indicating its positive impact on their engagement The study revealed a significant shift in students' attitudes toward adopting the flipped teaching method in English lessons Increased student interest in the lessons directly correlated with higher levels of active learning, highlighting the effectiveness of flipped classroom strategies for enhancing language education.
The research indicates a positive shift in students' learning attitudes following the implementation of the flipped teaching lesson plan This highlights the effectiveness of the flipped classroom approach in promoting active learning, particularly in enhancing students' engagement and motivation in English language learning.
The teacher’s considerations to apply the flip teaching method to the
To identify challenges faced by both researchers and students in implementing the flipped teaching method, the researcher maintained detailed teacher diaries after each lesson, complemented by informal observations These diaries documented the classroom activities and student interactions, providing valuable insights into the teaching process Additionally, data was collected from two online platforms, www.olm.vn and Microsoft Teams, to gather comprehensive information on student engagement and technical issues, ensuring a thorough understanding of the method's effectiveness.
Analysis of teacher diaries highlights key challenges in the course, including difficulties with lesson procedures, student engagement, and clarifying teacher and student roles Additionally, issues such as time management and students' negative attitudes toward flipped teaching are prominent, impacting the effectiveness of the instructional approach.
All teaching diaries indicated that the researcher still followed the procedure with three stages: pre-class, in-class and post- class
During the pre-class stage, students were assigned at-home tasks such as watching online lectures, reviewing digital or physical texts, and conducting research These preparatory activities aimed to boost student engagement and motivation for upcoming lessons, as noted by the researcher in her teacher diary.
Preparing lessons in advance enhances students' concentration and engagement in learning English more effectively than traditional teaching methods This approach allows students to spend more time grasping the main content of each lesson, leading to increased excitement and motivation to participate actively in class.
During the in-class stage, the researcher introduced new vocabulary and structures through engaging videos and short games lasting 5-7 minutes Students then practiced their skills through various activities such as face-to-face discussions, debates, presentations, station learning, laboratory experiments, peer assessments, and reviews, either guided or unguided by the teacher These activities expanded and enhanced the textbook content significantly, providing a richer and more interactive learning experience.
Engaging and exciting activities keep students motivated and interested in lessons, with group work fostering collaboration To enhance classroom management, team leaders support students, reducing distractions and helping them focus on the provided content As a result, students gain confidence in speaking English, especially since they prepare their exercises at home, improving their oral skills Interestingly, some students, despite limited English proficiency, express themselves energetically using body language, creating a lively and joyful classroom atmosphere that the teacher describes as the most delightful they've experienced.
In the post-class stage, students are encouraged to freely express their feelings about the lesson, either individually or in groups, without the pressure of signing their names Most students reported feeling happy and excited about the class activities One student’s anonymous letter reflected gratitude and increased engagement, stating, "Your English class is not sleepy anymore," and expressing affection for the teacher When the lesson content is particularly challenging or lengthy, teachers assign additional homework exercises, but otherwise, students usually go home to reflect on their in-class experiences.
Certainly! Here's a coherent paragraph with important sentences optimized for SEO:Student engagement is essential in the learning process, requiring instructors to actively address student motivation and attitudes Teaching diaries indicated a notable increase in student participation over time, with students becoming more actively involved in lessons Initially, students focused closely on the instructor's instructions during the first class, but by the second session, their motivation appeared to decline, and their attitudes became more negative Enhancing student engagement involves understanding these shifts and implementing strategies to foster motivation and positive attitudes throughout the learning experience.
Many students arrived unprepared for class, having not watched the assigned videos beforehand At the start of the lesson, most students appeared unready, engaging in chatting, smiling, and teasing classmates instead of focusing on the lesson Despite four students watching the videos at home, none completed the related tasks assigned by the teacher, highlighting a lack of preparation and engagement.
Between lessons two and five, there was a gradual increase in the number of students who viewed the video prior to class, as the researcher consistently supported and reminded them to complete their assignments By the sixth lesson, the majority of students had become accustomed to watching videos and completing their tasks on www.olm.vn, indicating improved engagement and familiarity with the online learning platform.
Some students went to class without watching the videos
Researchers identified the reasons why students neglect to complete tasks or watch videos before class They also analyzed the viewing frequency of students on www.olm.vn to better understand engagement levels.
Initially, the researcher struggled to locate relevant videos that aligned with the textbook content and experiences challenges uploading videos online and selecting appropriate exercises for www.olm.vn As a result, videos were often published just one day before the lessons, creating pressure for both students and the researcher and impacting the overall learning process.
The researcher improved student engagement by changing the timing of video postings on www.olm.vn and embedding secret keywords within the videos Students were prompted to identify these hidden words during class, which encouraged attentive listening and active participation As a result, by the sixth lesson, students demonstrated increased focus, improved task performance, and heightened enthusiasm They actively discussed, practiced collaboratively, and eagerly shared their ideas, fostering a more dynamic and interactive learning environment.
Teacher’s role and students’ role
In this innovative teaching approach, the researcher acted as a guide, facilitator, observer, and encourager, while students took on the roles of preparers and performers Although students were initially unfamiliar with this method during the first five lessons, their engagement increased significantly from the sixth lesson onward, as they became more active and enthusiastic They generated numerous ideas and demonstrated improved performance in activities such as games and debates, creating an energetic and lively learning environment One observer remarked, “I have never seen such an active learning environment The children are excited when playing games, debating… most of the activities make the students laugh a lot They raise their hands so much I do not know who to call.” This progressive shift highlights the effectiveness of student-centered active learning strategies.
Implementing this method significantly improved the teachers' ability to allocate time for instruction By providing students with the video four days prior to class, they had ample opportunity to review and complete all related tasks This approach ensured students understood the content more clearly, and they could seek support from the researcher at any time if they had questions.
Students’ attitudes towards the application of the flip teaching method to
4.3.1 Pre-intervention and Post-intervention Quick Survey about the students’ interest in flip teaching
The teacher conducted quick pre- and post-intervention surveys to evaluate students' interest in learning English These assessments aimed to measure the impact of the flipped teaching method on student engagement and motivation Results indicated a noticeable increase in students' enthusiasm for learning English after implementing the innovative instructional approach, demonstrating the effectiveness of the flipped classroom model.
The study’s results, as shown in Table 4.2, reveal students’ varying levels of interest in the course Initially, during the first period when the teacher introduced the flip teaching method and conducted a pre-intervention survey, most students (14) expressed indifference and reluctance to change their traditional study habits However, by the post-intervention stage at the end of the course, students’ attitudes had significantly shifted, demonstrating increased openness and engagement Both the pre- and post-intervention assessments were conducted through student hand-raising responses, highlighting a positive change in student perception towards the flip teaching approach after the intervention.
Table 4.4: The students’ degree of interest in the course
Interest in the flipped classroom
When the teacher explained how we would be working I became very interested in the learning classroom
I would recommend the teacher continue this type of learning
4.3.2 Post-intervention Deep Interview in measuring the students’ interest in flipped learning
To ensure accurate results as presented in the table and to effectively assess students' active learning, the class was divided into eight groups for interviews, allowing the teacher to gain comprehensive insights into the current classroom dynamics Each group comprised 5 or 6 students, and the group interviews were conducted during the final session of the research process.
4.3.2.1 The time for uploading the videos on www.olm before class
Many students prefer a flipped classroom model, as it ensures all questions are answered before class and provides sufficient time for preparation Teachers typically share instructional videos containing key lesson content 3 to 4 days in advance, which students find helpful for maintaining a steady learning pace and revisiting material for better understanding This approach allows students to focus fully on their questions and reduces the need for late-night study sessions, helping them prioritize their schedules effectively Overall, students appreciate early access to videos for improved comprehension and more efficient learning experiences.
“it was no longer stressful for the urgent time to see the videos in order to complete my teacher‟s duties”
Effective scheduling of video uploads by teachers helps reduce student stress and anxiety related to learning English When teachers strategically plan the timing of their lessons, students become more comfortable and less nervous, transforming their initial discomfort into enthusiasm This approach fosters a positive attitude toward mastering English, increasing students' motivation and engagement in the subject Properly timed content delivery enhances the overall learning experience and encourages continuous improvement in language skills.
In addition to, the researcher also collected the percentages of views of watching videos through www.olm.vn to check the density for watching the videos
Figure 4.2: Number of students watched videos on the web
Student engagement in watching educational videos showed a clear upward trend throughout the lessons Conversely, the number of students active on the site was relatively low from Lesson 1 to Lesson 5, likely due to their initial unfamiliarity with active learning methods and the platform www.olm.vn.
Many students watched educational videos online, but feedback indicated that the late delivery times and lengthy videos discouraged engagement, as students felt intimidated and fatigued by the duration.
From lessons 6 to 15, the researcher adjusted the video lengths to boost student engagement and promote active learning This change led to a significant increase in students watching videos and preparing the researcher’s tasks, demonstrating improved motivation and participation.
4.3.2.2 The length of the videos providing for the students before class
The researcher aimed to determine if the length of videos used in flipped teaching was appropriate for students Throughout the implementation of the flipped classroom method, the researcher continuously observed students' reflections on the English content, highlighting the importance of optimizing video duration for effective learning Students expressed that shorter videos made learning less stressful, with one stating, “I feel relaxed because it is easier to manage the work,” while criticizing longer videos: “The 30-minute video you gave me made me crazy and tired It is too long.” Overall, some groups agreed that adjusting video lengths contributed to a more engaging and manageable learning experience, emphasizing the need for concise content in flipped classrooms for better student engagement.
Students who miss classes for various reasons can easily catch up by watching the 12-minute screencast videos from home, which are concise and easy to follow These videos help students better understand instructions that may be unclear when only listening to the teacher, enhancing comprehension and learning effectiveness Using screencasts as an alternative to in-person attendance ensures students stay engaged and retain important information.
Research indicates that children exhibit greater interest in learning when they experience heightened emotions, suggesting a strong connection between emotional engagement and effective learning Active learning is most successful when students are fully dedicated and invested in the subject matter they are passionate about Engaging children emotionally can enhance their motivation and positively influence their educational outcomes Therefore, fostering emotional connections in the learning process is essential for promoting active participation and deeper understanding.
4.3.2.3 Using Videos on You-tube a s the main source of learning materials
Initially, students were dissatisfied with the researcher, perceiving him as lazy and irresponsible for directly using videos from YouTube instead of preparing more engaging materials However, after the researcher explained his selection process, choosing videos that were appropriate in length and content, students gained empathy, recognizing the heavy workload involved in carefully preparing classroom activities, managing timely uploads of videos and assignments, and thoroughly checking students' homework One student appreciated this effort, stating, "I know you are so hardworking; therefore, using videos on YouTube is still okay and quite good It also gives me more time to practice and listen to foreigners."
4.3.2.4 The students’ difficulties in facing this flipped learning method
Balancing my schedule to complete my English teacher's tasks on time is the most exhausting part of my routine I can't cut corners or cheat, as all assignments are managed exclusively through my account on www.olm.vn.
“Initially, when I was watching Videos on Website, my parents thought I was playing games They scolded me a lot and misunderstood me I had my friends explain this matter.”
Lacking a personal computer, I often borrow my uncle’s laptop or use my smartphone to complete my homework However, using my smartphone is time-consuming and causes eye strain due to its small screen size This situation highlights the importance of having access to reliable technology for efficient studying and eye health.
The students demonstrated a strong interest in learning by actively solving problems independently, showcasing their self-reflection and awareness (Criteria 7) Their engagement reflects high levels of active participation (Criteria 11) and an ability for self-assessment (Criteria 9) Additionally, their collaborative efforts highlight effective teamwork and collaborative assessment skills (Criteria 12), indicating their overall active learning and commitment to personal and peer growth.
Summary of the Findings
This chapter presents a comprehensive analysis of data collected through questionnaires, teaching diaries, and group interviews to assess students' active learning after class Quantitative analysis of questionnaire responses was conducted using Excel to generate percentage tables and line charts, providing clear insights into student engagement Meanwhile, qualitative analysis of teaching diaries helped identify teachers' challenges, offering a deeper understanding of the instructional process This multi-method approach ensures a thorough evaluation of both student activity and teacher experiences, supporting effective educational strategies.
This chapter provides sufficient data to answer the research questions, revealing that most students showed significant progress in active learning through the flipped teaching method Students expressed enthusiasm for flipped learning activities, participating more actively and with greater excitement, which positively influenced their attitude toward learning However, implementing successful flipped lessons with numerous activities posed challenges, as some students attended class without watching the assigned videos, hindering the effectiveness of instruction To address this, teachers regularly urged, reminded, and even contacted students’ parents to encourage students to complete their assigned tasks, ensuring the success of the flipped learning approach.