INTRODUCTION
Background of the study
The Covid-19 pandemic has accelerated the necessity for online education, transforming traditional teaching methods into more interactive, technology-driven approaches Open and distance learning (ODL) has become crucial in developing Asia's knowledge workforce, while blended learning merges in-person instruction with online resources, enhancing student engagement The flipped classroom model is gaining traction as a promising educational strategy, allowing students to participate in virtual classrooms and interact with peers and instructors Digital learning platforms, such as Dexway courses offered by Quality Training Solutions, provide valuable educational experiences, although they may lack the personal connection found in traditional classroom settings This innovative approach sets Dexway courses apart from conventional online learning methods.
The advancement of technology has changed the manner of teaching-learning activities from passive to active, and from the conventional classroom to the modern classroom
Blended learning, as defined by Adam & Nel (2009), integrates traditional classroom instruction with online learning facilitated by multimedia technologies This educational approach, which combines face-to-face interactions with internet-based resources, has gained traction as learners increasingly utilize smartphones and computers for their studies (Fleck, 2012) Despite its growing popularity, effective implementation of blended learning in schools, particularly in language education, requires careful consideration of timing and methodology.
Quality Training Solution (QTS) is a leading Australian education and training organization, guided by esteemed Honorary Professors from Australia, the United States, and Europe, along with experienced education professionals QTS offers high-quality courses utilizing a Blended Learning approach, combining online methods with direct support, similar to those employed by prestigious universities and educational institutions.
QTS is dedicated to enhancing education quality in line with strict Australian and international standards, providing learners in Vietnam with valuable opportunities to develop their career potential As a pioneer in distance learning, QTS connects students aged 8 to 16 with Australian universities through a collaboration with Dexway, offering courses that lay a solid foundation for future education The Dexway platform enriches the learning experience with interactive virtual classrooms, enabling students to engage with peers and teachers Additionally, it provides a wealth of visual and audio resources, along with an automated marking system that alleviates teachers' workload by delivering comprehensive statistics and detailed insights into individual skills such as pronunciation, grammar, reading, and speaking.
The COVID-19 pandemic has accelerated the popularity of blended and distance learning, prioritizing the safety of students and teachers Dexway's innovative platform enables students to learn English on both computers and smartphones, offering flexibility in their learning schedules The lessons are designed to provide extensive reading and listening resources, along with ample opportunities for pronunciation practice, which students particularly enjoy Additionally, Dexway facilitates interaction with tutors through virtual classrooms, catering to those seeking real-time communication However, it's essential to consider the challenges faced by Vietnamese students, particularly in terms of computer and speaking skills, as prior research indicates that without proper understanding during in-person lessons, the effectiveness of independent study may be limited.
The continuous evolution of learning methods reflects the desire for effortless education, prompting students to engage with course content during personal study time This shift allows class time to be dedicated to exploring knowledge, conducting exercises, and participating in discussions with teacher support The flipped classroom model exemplifies this approach, where students review materials and complete exercises before class, enabling more meaningful interactions with instructors This method not only enhances understanding and practice, particularly in English speaking, but also optimizes classroom time, ensuring that students remain informed and engaged Both teachers and students appreciate the flipped classroom for its ability to foster deeper learning experiences.
Dexway courses in QTS utilize a flipped learning approach, distinguishing them from traditional online courses Research indicates that the flipped classroom model could redefine educational experiences While digital learning platforms like Dexway are valuable, they cannot fully replicate the personal connection found in a physical classroom, which remains essential for many students.
The flipped classroom model transforms traditional learning by allowing students to review course content and explore new topics during their personal study time In class, they engage in discussions, participate in activities, and collaborate with their teacher to deepen their understanding This innovative approach is gaining popularity among educators and learners; however, it remains relatively unfamiliar to Vietnamese students, who are accustomed to receiving information in class and completing assignments afterward.
A flipped classroom enhances the social value of in-person learning while ensuring students stay engaged with new material This approach encourages students to take a more active role in their education by preparing for lessons and exercises at home, potentially transforming their learning habits At QTS, the integration of Dexway's extensive resources alongside the course design helps prevent students from feeling overwhelmed by the wealth of information available.
The "flipped classroom" model enhances students' preparation for speaking tasks by allowing them to engage in self-study before class, leading to increased communication opportunities with peers and teachers during virtual sessions QTS implements this approach by providing four weekly periods dedicated to self-study prior to teacher-led classes However, prior research raises questions about the effectiveness of flipped classrooms, particularly regarding the role of advanced technology in supporting this educational method.
Statement of the Problem
“Sometimes, I get confusion and not understand the grammar or vocabulary, but with the question I post there, my tutors and teacher can answer and explain me clearly.”
“There is a lot of information that need to be prepared for speaking tasks before the virtual class.”
“It’s really hard to get 100% for a lesson though it is quite easy to me, just because my careless typing mistake.”
Students aged 12 to 16, who completed A2 level courses through QTS, shared their experiences and challenges regarding the English course Their feedback highlights a need for a more detailed explanation of the flipped learning approach utilized in the Dexway online course Additionally, students raised questions about the impact of flipped learning on their speaking performance in the virtual classroom with their teacher.
Observations indicate that timid students who struggle with peer interactions are more engaged in online forums, showing a preference for virtual connections The student reports highlight the crucial role of conversations within the flipped classroom model.
Research on flipped learning in various educational contexts, particularly in teaching English skills like writing and grammar, has been conducted However, there is a noticeable lack of studies focusing on the student perspective in English as a Foreign Language (EFL) classrooms, especially regarding experiences with native teachers.
Flipped learning is gaining recognition not only in higher education but also in secondary schools, emphasizing the need for innovative instructional methods over traditional learning approaches Despite limited research on its implementation at the university level (Roach, 2014), observations indicate that lecture time often focuses on basic knowledge rather than fostering the advanced thinking skills essential for twenty-first-century learners This approach promotes collaborative learning, increasing student engagement compared to conventional methods (McGoldricik, Rebelein, Rhoads & Stockly, 2010) Studies have shown that students in flipped classrooms tend to outperform their peers in traditional settings (Yamarik, 2007).
It turned out to be very crucial feedback from students about how deeply they recognized the importance of flipped learning during their educational path
With those concerns, this study intends to figure out the effects of flipped classroom on students’ class performance as well as the students’ perceptions of flipped classroom.
Research Questions
The present study aims to investigate the following questions:
1 To what extent does Dexway course improve students Speaking performance?
2 What are the students’ perceptions of flipped classroom with Dexway in the QTS in speaking English?
1 Courses in Dexway enhances students’ English proficiency particular in speaking areas: pronunciation, fluency and confidence
2 The students recognized the benefits of flipped classroom in the QTS English that helps them to promote their autonomy and speaking performance.
Definition of key terms
Blended learning incorporates various pedagogical techniques, including student-centered learning, active learning, and problem-based learning, with flipped classrooms being a prominent method for fostering active student engagement In this approach, the traditional model of teaching fundamental concepts in class and assigning practical work as homework is reversed In flipped learning, instructors focus on facilitating activities while students engage in self-directed learning and lesson preparation at home, using resources like assignments, quizzes, multimedia, and websites (Karlsson & Janson, 2016) Although flipped learning offers numerous advantages, the effectiveness of this strategy ultimately hinges on students' perspectives and experiences in the learning process.
Seery M asserts that flipped learning aligns with the constructivist approach by fostering active engagement with new concepts The framework established by Baker and Mentch (2000) illustrates the practical implementation of the flipped classroom method By providing all tasks and materials in advance, students can effectively prepare before class, enhancing their opportunities for communication in English with peers and instructors Constructivists believe this approach encourages students to develop self-study habits and improve time management skills.
Figure 1.1 The Flipped Classroom (Baker and Mentch, 2000)
Blended learning courses play a crucial role in integrating information and communication technologies into education by combining in-person and online instruction This approach, as defined by Launer (2010), merges technology-supported self-study or distance learning with traditional face-to-face interactions, enhancing the overall educational experience.
The capacity to think critically of what to do next rather than being persuaded or taught what to do by others was characterized as autonomy
In this study, students utilized email to receive weekly lesson-supporting materials, such as checklists, and accessed an online course where they completed necessary activities prior to attending classes, both online and offline, with their teachers, particularly native instructors.
Dexway is an innovative online language platform offering classes in eight languages, such as English, French, Italian, and Russian Emphasizing the principle of "learning by doing," Dexway focuses on providing an interactive, adaptable, and enjoyable learning experience for its users.
1.4.5 Delimitations and Limitations of the Study
This article presents two significant contributions to the field of education Firstly, it introduces a methodological advancement through the creation of a questionnaire designed to assess students' perceptions of the flipped classroom model in Dexway courses Secondly, it offers a theoretical contribution by examining the implementation of flipped classrooms in a Vietnamese institution, highlighting it as an innovative approach to teaching.
This study highlights the significance of flipped classrooms, aiming to enhance the educational experience for both instructors and students By introducing innovative teaching methods, it seeks to motivate teachers in their delivery of content while fostering greater student engagement tailored to their needs and preferences Additionally, the research emphasizes the importance of flipped classrooms, bringing its value to the attention of decision-makers in the educational sector.
The performance and perceptions of students in Vietnam are significantly affected by various factors, including internet connectivity, the availability of electronic devices, the pressure associated with traditional English written tests, and disparities between public and private schools Therefore, conducting further research on how facilities impact learners is crucial.
LITERATURE REVIEW
Flipped classroom
The flipped classroom model offers significant advantages, particularly for students who may miss lessons due to unexpected situations like illness or family issues Additionally, it effectively addresses student confusion, misinterpretation, and ambiguities surrounding topics, as highlighted by Halili & Zainuddin (2015).
The flipped classroom concept was pioneered through the creation of numerous educational videos designed to help students grasp key lesson concepts and clarify any ambiguities This approach enhances student learning by connecting academic content to real-life situations (Tucker, 2012).
Flipped learning encompasses three primary types: the traditional flip, in-class flip, and mastery flip The traditional flip involves students watching videos to grasp foundational concepts, while classroom time focuses on enhancing critical thinking and problem-solving skills (Johnson et al., 2015) The in-class flip shares similar traits, with students engaging in collaborative activities and discussions while viewing content together (Brown, 2016) Mastery flip allows students to work at their own pace, with teachers assessing understanding and providing remediation for those who struggle to meet objectives This innovative approach is gaining traction in private institutions in Jordan, where various flipped learning techniques are being implemented in specific courses, particularly emphasizing cooperative learning through the traditional flip model.
The current study examines the traditional flipped classroom model, focusing on students' perspectives of flip learning This approach emphasizes the traditional lecture format while encouraging students to engage in higher-order thinking and practical application of concepts By providing relevant instructional videos, students are better equipped to prepare for lectures and grasp foundational knowledge (Butts, 2014).
Adopting the flipped classroom model enhances student responsibility for their learning and improves their information and communication skills (ICT) through engaging video content (Overmyer, 2012) Additionally, this approach fosters better problem-solving abilities and strengthens the relationship between students and teachers, catering to diverse learning styles (Arnold-Garza, 2014).
Students' academic success improves when the classroom is flipped (Aşksoy & ệzdamlı,
Research indicates that female students excelled in flipped classrooms, viewing them as enjoyable and experiencing greater improvements in self-efficacy and motivation compared to male students (Kenna, 2014; Aşksoy & ệzdamlı, 2016) However, a study by Lee and Liu (2016) found no significant differences in student performance based on gender Additionally, Gross et al (2015) reported that the flipped learning approach enhanced overall student scores by 12%, particularly benefiting students with lower academic performance and female learners.
Flipped learning impacts not only school students but also university students across different academic years This approach requires students to have prior experience with online learning and familiarity with a new educational methodology According to Adams, Garcia, and Traustadóttir, the effectiveness of flipped learning is evident in its application to diverse educational settings.
A study by Newman et al (2016) revealed that freshmen have less favorable impressions of flipped learning (FL) and perform worse in genetics and evolution courses compared to upperclassmen The research indicated that students generally had a positive attitude towards flipped teaching, which significantly enhanced their understanding and knowledge acquisition Importantly, the study found no significant differences in students' perceptions of flipped teaching based on gender, specialization, or academic year.
Research by Clark et al (2016) highlights the significant impact of flipped classrooms on student success, revealing that freshmen reported lower satisfaction with this learning environment compared to seniors and sophomores Flipped learning (FL) combines formal and informal educational methods, catering to diverse student preferences and learning styles, which positively influences academic achievement Furthermore, Yang, Yin, and Wang (2018) found that students learning English as a foreign language in a flipped classroom setting outperformed their peers in traditional classes, excelling in self-directed learning, classroom practice time, and overall enthusiasm for the subject.
Flipped learning offers several advantages, including increased student involvement in assignments, enhanced collaboration with peers and teachers, and the promotion of meaningful and active learning experiences This approach fosters effective participation and encourages active engagement within the classroom setting.
Research on flipped learning reveals mixed student reactions Glynn (2013) noted that some students did not recognize its benefits and reacted negatively, while Phillips and Trainor (2014) found a preference for the flipped classroom over traditional lectures Blair, Maharaj, and Primus (2015) observed that students' attitudes improved with exposure to flipped learning, which also inspired instructors to adopt this method to foster higher-order thinking skills A study by Afrilyasanti, Cahyono, and Astuti (2016) involving 62 EFL students showed that those taught through the flipped classroom excelled in writing skills compared to peers in a traditional setting Additionally, Çakıroğlu (2020) supports the positive impact of flipped learning on student engagement and performance.
The flipped classroom model shifts students from passive listeners to active participants in both school and home activities, fostering a student-centered learning environment This approach, particularly in foreign language teaching, requires students to possess self-regulated learning skills Although potential disadvantages exist, they can be effectively mitigated through organized pre-class analysis.
A review of the literature highlights common challenges in the flipped classroom method, including student unpreparedness (Rotellar & Cain, 2016; Veeramani et al., 2015), lack of motivation (Kim et al., 2014; Milman, 2012), and improper material usage (McLaughlin et al., 2014; Ramar et al., 2014; See & Conry, 2014) Chen et al (2014) suggest that easing the transition to this teaching approach is essential, as students are accustomed to traditional methods Research by Nguyen et al (2018) on Vietnamese students revealed obstacles such as challenges in self-regulated learning, heavy workloads, lack of immediate support, and insufficient ICT resources Similarly, Phuong and Anh's study in Vietnam (Le & Bui, 2017) corroborated these findings, noting that while some students benefit from the flipped classroom, others feel their preparation time encroaches on their free time.
Blended learning and distance learning
The Covid-19 pandemic has significantly transformed higher education, with information technology playing a crucial role in this change (Garg, 2020) Virtual learning has emerged as an effective method for students, especially those in rural areas, to pursue online degrees from global institutions without relocating Researchers advocate for reputable virtual learning systems that provide structured environments and enhance accessibility One of the primary benefits of virtual learning is its time-saving advantage for students, leading to its growing popularity in higher education worldwide (Kut et al., 2018) The field of educational technology focuses on improving learning outcomes and performance across various sectors, including healthcare and the military (Reigeluth & Duffy, 2007) The integration of technology in education has been widely studied both in Turkey and internationally, emphasizing that it is a continuous process that enhances student learning (Gulbahar, 2007; Howie & Blignaut, 2009; Kaya & Usluel, 2011; Rogers, 2002; Wang, 2009; Belland, 2009).
The electronic world has significantly impacted people's lives, particularly in the educational sector, where technology has become increasingly integrated into students' experiences (Pandit, 2018) Blended learning often lacks a structured framework, leading students to face challenges in their academic journeys During these times, many seek online assistance, leveraging various elements in online programs that enable them to ask tutors questions and receive prompt responses.
The rise of internet channels has transformed education by allowing students to attend courses from any location with internet access, utilizing various platforms like client servers, web services, and peer-to-peer systems (Lu et al., 2018) Virtual learning platforms enable users to access information on personal computers, facilitating seamless connection to online courses (Chang et al., 2016).
Distance learning
Distance learning plays a vital role in modern education by increasing the availability of programs throughout the year This system relies on electronic communication to facilitate knowledge acquisition and support through mediated instruction Essentially, distance learning allows students and teachers to engage without being physically present at the same time, with lessons delivered via email or the Internet Consequently, most universities have adopted distance learning methods to enhance educational access and flexibility.
Students can obtain an education regardless of their financial background (Clark, 2020) Research on remote learning, including online instruction, has been ongoing for years (Logan et al., 2002) Numerous studies focus on high-quality web-based learning and online emergency preparedness, emphasizing the importance of effective learning frameworks (Bidarra and Rusman, 2017) Successful online education is built on a well-monitored learning environment, strategic planning, and a systematic approach to improvement.
In response to the Covid-19 pandemic, Vietnam has shifted its teaching and learning methods to online platforms to protect lives and recover from the loss of an academic semester By leveraging affordable and accessible technology, education can be equitably distributed, regardless of socioeconomic status Educators are now conducting lectures through Facebook Live, utilizing Google Classroom, sharing content on YouTube, and engaging students via WhatsApp and various meeting platforms like Zoom, Cisco WebEx, and Google Meet.
The transformation of the Vietnamese educational system has sparked debate regarding its effectiveness from a pedagogical perspective The sudden shift to digital learning presented significant challenges for both educators and students, requiring teachers to quickly adapt to technology and overcome their fears As noted by Meena (2020), this transition involved a rapid move from traditional blackboard teaching to computer screens, yet true online education was not fully realized during this process.
Dexway in language education
The application of Dexway platform at QTS is adopted by the goals to achieve a good flipped classroom design which according to Su (2020), Mazuro and Rao (2011) contains:
Asynchronous lectures and materials, including lecture slides paired with pre-recorded speeches, offer a comprehensive overview of key concepts aligned with course objectives and evaluations Educators are encouraged to curate high-quality online resources, such as video clips, public lectures, and readings, to enhance the learning experience while allowing them to focus on creating original content This approach enables students to access and study course materials at their convenience.
Asynchronous online seminar tasks, implemented within the Dexway platform at QTS, are essential for reinforcing student learning These tasks may include forum discussions addressing challenges related to lecture topics or specific readings, fostering deeper social engagement and enhancing comprehension Additionally, well-crafted online conversation prompts can stimulate student interaction, while quizzes serve to assess knowledge and promote active participation Furthermore, students are encouraged to maintain reflective notes on their weekly learning experiences through blogs or wikis, contributing to their overall educational development.
Tutorial tasks can be conducted through synchronous online teaching via Zoom or in-person small group sessions, depending on social distancing guidelines The main objective of these tutorials is to explore essential themes and readings that align with the weekly lectures.
Encouraging student enthusiasm and collaborative learning can enhance speaking skills and lower barriers to practice (Boonkit, 2010) Additionally, the integration of technology and multimedia is essential for teachers to achieve classroom goals, particularly in improving students' speaking abilities (Gómez, 2019; Quyen et al., 2018; Sabina, 2018) Dexway, an advanced online language e-learning platform with over a decade of experience, offers blended learning and language labs, utilizing resources developed by a distinguished Australian professor in line with standardized Australian education.
Speaking skills
Numerous studies have highlighted the significance of speaking skills in second language teaching (Leong & Ahmadi, 2017; Qureshi, 2008; Rao, 2019) When focusing on communicative competence, ESL educators must consider five essential factors.
• Recognize the differences in learning contexts between L2 and foreign language
• Deliver additional practice to enhance spoken language fluency and accuracy
• Increase the time students spend conversing in groups and couples
• Involve students in speech tasks, such as meaning negotiation
• Include transactional and interactive speaking practice in classroom activities (Nunan, 2003)
A prominent academic highlights that the complexities of spoken language can hinder students' understanding of speaking skills (Brown, 1994) To foster proficient speaking abilities, it is essential to consider the following criteria that are linked to effective spoken communication.
• Clustering is interpreted as fluent speaking via phrase combination
• Redundancy in language refers to the process of reordering, repeating, adding, or even eliminating words in order to make sentences more natural and understandable
• Reduced forms are associated with the elimination of specific word or phrase forms, such as schwa sounds, contractions, and elisions
• Performance factors are intended to assist students in developing a native-like speaking style, such as hesitations, pauses, and so on
• Colloquial language refers to everyday spoken or conversational language, which includes idioms and slang
Research in Hong Kong highlights that L2 speaking difficulties stem from sociocultural, institutional, and interpersonal factors (Gan, 2012) L2 students often lack sufficient interaction opportunities both in and out of the classroom, compounded by underfunded language courses A study by Leong and Ahmadi (2017) found that Malaysian students face significant challenges in developing their speaking abilities in L2 Additionally, EFL students encounter obstacles due to language barriers, psychological factors like anxiety and motivation, limited communication options, and insufficient practice (Abrar et al., 2018).
In Vietnam, students face challenges in speaking due to various factors, including hesitation, lack of motivation, and interference from their mother tongue (Nguyen & Tran, 2015) A study at a high school identified these issues, along with anxiety about repercussions, limited vocabulary, and low confidence as common obstacles for Vietnamese university students (Ho et al.) These barriers significantly impact their ability to communicate effectively in English.
A study conducted in the Mekong Delta highlighted that university students, particularly at Can Tho University, struggle with speaking skills in their second language (L2), primarily due to a lack of motivation, limited opportunities for practice, and insufficient public speaking activities Research indicates that these challenges are exacerbated by students' unawareness of the importance of learning English and teachers' inadequate focus on speaking practice Consequently, both historical and recent studies across various countries reveal that students face significant barriers in developing their English speaking abilities.
Summary of the Literature Review and research gap
In her 2013 article "A New Approach to Language Instruction – Flipping the Classroom," Muldrow emphasizes that shifting from traditional teaching methods to a flipped classroom model necessitates considerable adjustments from both educators and learners.
Despite numerous studies on the flipped classroom model, further research is needed to effectively implement this technology for teaching English at technical universities It is important to recognize that not all schools, classrooms, and students will respond uniformly to a blended learning approach.
Research on the impact of flipped learning on enhancing speaking skills is limited It is essential to investigate its effects on the speaking performance of EFL students in Vietnam, as there is a pressing need for improvement in this area.
Conceptual framework
From all I mentioned above, in the Age of Technology, flipped classroom method can be applied in teaching English for secondary students in order to improve their speaking performance
The course is divided into two components: a self-study session and a teacher-led session In the self-study portion, students can access a comprehensive collection of lesson materials, including theoretical content, a dictionary, and practice exercises This interactive online learning system is designed to enhance students' vocabulary, grammar, reading, and listening skills, while also providing support from QTS tutors to facilitate their learning experience.
Vietnamese teachers lead sessions designed to enhance students' understanding and knowledge acquired through self-study These sessions also provide opportunities for learners to improve their listening and speaking skills by engaging with both peers and instructors in an immersive English-speaking environment.
Figure 2.1 The conceptual framework for the application of the Flipped classroom
METHODOLOGY
Research design
This study employed an analytical descriptive approach and a mixed-method design to assess young learners' awareness of the flipped classroom model In addition to classroom recordings, test results, and teacher reports, a specially designed questionnaire was utilized Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS), incorporating Mean, Standard Deviation, and T-Test methodologies.
Research site and participants
This study involved 30 eighth-grade students from Dong Da Secondary and High School in Da Lat during the first semester of the 2020 school year, focusing on enhancing speaking skills through a QTS program The researcher, who taught the sessions, could not select participants based on pretests to ensure consistency between groups, resulting in a limited sample size due to the scarcity of available speaking courses The 12-week course utilized Dexway lessons and adopted a flipped classroom model, consisting of four 45-minute periods each week, including two self-study sessions and two teacher-led classes Students were required to complete exercises during self-study to effectively practice new vocabulary and structures in subsequent teacher-led sessions.
In a study involving A2 level English proficiency students at Dong Da School, participants were randomly divided into two groups: a control group and an experimental group, each consisting of 15 students The control group comprised 6 males and 9 females, while the experimental group included 5 males and 10 females, all aged 14 and in grade 8 Both groups received identical instruction and speaking syllabi in class; however, the experimental group completed their schoolwork independently on the Dexway platform under teacher supervision The participants for the questionnaires were selected from Dong Da School, which collaborates with QTS to utilize QTS-designed Dexway courses.
Table 3.1 Distribution of sample members in 2 classes Characteristics
Instruments
The study utilized four instruments: 24 classroom recordings and instructor reports, a pre-test and post-test, a questionnaire on students' impressions of the flipped classroom, and a questionnaire assessing their perceptions of autonomy Data analysis involved calculating percentages, means, and standard deviations Results showed significant changes in student outcomes following instruction in the flipped classroom model.
Classroom recordings will be collected after each lesson for analysis to assess the quality of instruction and student engagement These recordings will be conducted on the Dexway platform, which hosts numerous virtual classrooms, including Live class for Teacher 01.
Figure 3.1 Dexway platform for the teacher
Figure 3.2 The virtual classroom used in the course
3.3.2 Speaking Pre-test and Post-test:
To gather qualitative data, pretests and posttests based on the Cambridge IELTS speaking exam were conducted with two groups The speaking test consists of two sections: Part 1 involves students answering simple personal questions, while Part 2 requires them to engage in a 5-minute conversation on one of two selected themes Each student’s total speaking time is approximately 8-10 minutes To ensure the reliability of the test scores, the exams were evaluated by two independent raters and validated through Pearson correlation analysis.
Students will submit their speaking and receive the score and feedback from the teacher in the Portal Student
Figure 3.3 Speaking task in the course
Figure 3.4 Speaking assessment in the course
A comprehensive grading rubric, inspired by the IELTS standard, was utilized to ensure accurate evaluation of spoken products The speech was assessed on a 100-point scale across four key criteria: fluency and coherence, lexical resource, grammatical range and correctness, and pronunciation, with each category contributing 25% to the overall score, allowing a maximum of 100 points per category.
3.3.3 A questionnaire about students’ perception of flipped classrom with Dexway in the QTS in the speaking English
A questionnaire is an effective research tool that enables researchers to gather data from numerous participants efficiently It allows for the collection of quantifiable information through methods such as checkbox responses or analysis of written answers This approach facilitates the acquisition of substantial data in a short timeframe, as respondents can complete extensive questionnaires quickly, and the resulting data can be easily interpreted by calculating response frequencies.
This study utilized a modified questionnaire based on Hsieh and Ji (2013) to assess participants' perceptions of Moodle activities and evaluate the use of Dexway activities in flipped classrooms at QTS The questionnaire employed a five-point Likert scale, offering options from strongly disagree to strongly agree, as established by Likert in 1932.
The questionnaire consisted of 28 items organized into five sections: the impact of Dexway activities on speaking performance, collaboration and engagement in Dexway, general perceptions of Dexway activities, satisfaction with chat discussions on Dexway, and motivational perceptions regarding Dexway activities Administered after the posttest, the questionnaire was provided in Vietnamese to ensure that students fully understood each statement and to prevent any potential misunderstandings.
Dexway activities impact on speaking performance 5
Collaboration and engagement activities on Dexway 4
Perceptions of Dexway activities in general 5
Perceptions of satisfaction in chat discussion on Dexway 6
Motivational perceptions in Dexway activities 8
Material
Dexway was selected as the learning platform for this study's pre-class phase due to its user-friendly interface and effective management features Its virtual classroom resembles Zoom, making it suitable for classroom flipping With global usage, Dexway allows students to easily track their academic progress through analytics Prior to the intervention, students were briefed on the course objectives and familiarized with the platform Additionally, Dexway facilitates collaboration among students through virtual classes for group projects.
Dexway transforms traditional learning by enabling teachers and students to easily exchange information, engage in discussions, and access performance metrics, fostering active participation and collaboration The platform serves as an online school where students can connect with peers and instructors while utilizing a wealth of resources, including diverse materials for reading and speaking, a vocabulary dictionary, and an automated marking system for assessments Unlike conventional education, which limits academic resources to school hours, Dexway provides students with the freedom to access learning materials from home, potentially leading to improved academic outcomes This innovation alleviates the burden of grading for teachers and motivates students to study Following Australian educational standards, Dexway offers a variety of activities tailored for eighth-grade students, allowing them to build a solid foundation for higher education With options like multiple-choice tasks, fill-in-the-blanks, and vocabulary learning, teachers can focus on enhancing students' speaking skills and engaging them in meaningful projects that boost their confidence and communication abilities in English.
Reliability and Validity
Reliability and validity are crucial yet distinct concepts in research methodology Reliability refers to the consistency of a measurement, indicating that repeated applications of the same methods under identical conditions yield the same results Conversely, validity assesses how accurately a technique measures what it is intended to measure, ensuring that findings reflect true physical or social characteristics The study's reliability and validity were evaluated through various methods.
First, the data was triangulated by gathering it from numerous independent sources
Second, an emic and etic viewpoint on the whole process was supplied including curriculum design and execution, data gathering and analysis, and speaking
Our collaboration in the same QTeens-Dexway courses allowed for precise data analysis and enhanced our understanding of flipped learning Through numerous meetings and discussions, we exchanged ideas, teaching tools, and strategies for effective peer debriefing Additionally, we consistently referenced current literature on flipped learning to deepen our knowledge of the approach.
In general, the reliability of the research was tested through Pearson Correlation, Q-Q plot and Cronbach Alpha; while the validity was ensured through Independent T-Test
To address Research Question 1, scores were evaluated by two raters and verified using Pearson Correlation, Q-Q Plot, and Independent Sample T-Test, ensuring the results were suitable for analysis For Research Question 2, observations were conducted through teacher recordings and feedback, while the questionnaire data underwent Cronbach Alpha testing prior to analysis.
Procedures
The data collection process began with educating students on the flipped classroom concept, which involves creating content for a virtual learning platform Students then engage in activities related to the lesson, followed by presenting their experiences through interaction with the teacher in a virtual setting To ensure comprehension and application, students redo tasks on Dexway to achieve the desired scores At the course's conclusion, a post-test discussion reinforces the knowledge gained from the videos Finally, students complete a questionnaire to share their perceptions of the flipped classroom approach in learning English speaking skills.
Data Analysis
A study was conducted using questionnaires to assess students' perceptions of flipped classroom learning, while classroom recordings were analyzed to evaluate the level of engagement fostered by this teaching method.
The collected data were then analyzed in a qualitative method that involves analyzing, synthesizing, and reducing the information that were not necessary
- Dimensions of student’ perception through the questionnaire
- Classroom recordings and teachers’ feedback
Quantitative analysis such as descriptive statistics and T-test will be used for pre-tests, post-tests and questionnaire
- The results of the pre-tests and post-tests
- The result of the questionnaire about the students’ perceptions
The English and Vietnamese versions of questionnaires are put in Appendix D and E.
TIME LINE
Each Dexway course lasts about 2-3 months and follows the curriculum below:
Time Day 1 Day 2 Day 3 Day 4
The schedule consists of a structured learning approach over seven weeks, featuring alternating self-study sessions and group classes Each week includes dedicated time for individual study, allowing for personalized learning, complemented by collaborative group classes to enhance understanding and engagement This balanced format fosters both independent and group learning, ensuring a comprehensive educational experience throughout the program.
Midterm Project Week 8 Self-study session Group Class Self-study session Group Class Week 9 Self-study session Group Class Self-study session Group Class Week
Self-study session Group Class Self-study session Group Class
Self-study session Group Class Self-study session Group Class
Self-study session Group Class Self-study session Group Class +
Table 3.4 Timeline of the course
Step 1 Obtaining faculty consent to perform the experiment
Step 2 Before starting the experiment, the experimental and control groups were pretested to assess their speaking abilities
Step 3 Demonstrating to the experimental group how to use Dexway
Collect recordings of each class Collect teachers’ reports
Step 1 Delivering posttest to the two groups
Step 2 Delivering questionnaire to the experimental group
Table 3.5 Timeline of the test
FINDINGS
Research question 1: To what extent does Dexway course improve students’
4.1.1.1 Correlation pretest scores by Rater A and Rater B in CG and EG
In the previous chapter, it was noted that two teachers evaluated the pretests for both the Control Group (CG) and the Experimental Group (EG) to ensure the reliability of test scores and inter-rater consistency The correlation between the pretest scores assigned by Rater A and Rater B was analyzed, with results presented in the following tables Table 4.1 illustrates the correlation of pretest scores for CG, while Table 4.2 shows the correlation for EG.
Table 4.1 Correlation of pretests scores of the CG by two raters
Rater A_Pre_CG Rater B_Pre_CG
Rater A_Pre_CG Pearson Correlation 1 870 **
Rater B_Pre_CG Pearson Correlation 870 ** 1
** Correlation is significant at the 0.01 level (2-tailed)
Table 4.2 Correlation of pretests scores of the EG by two raters
Rater A_Pre_EG Rater B_Pre_EG
Rater A_Pre_EG Pearson Correlation 1 944 **
Rater B_Pre_EG Pearson Correlation 944 ** 1
** Correlation is significant at the 0.01 level (2-tailed)
According to the data in table 4.1, Sig (2-tailed) < 0.05, indicating that there was a statistically significant correlation between the pretest scores of rater A and those of rater
The Pearson Correlation Coefficient for CG is r = 0.87, reflecting a strong correlation between raters A and B for CG pretest results Additionally, a significant correlation for EG is noted with r = 0.944, as shown in table 4.2, where Sig (2-tailed) < 0.05 This substantial inter-rater correlation establishes the inter-rater reliability of the pretest scores, indicating that the results from both raters can be effectively analyzed.
4.1.1.2 Independent Sample T-Test of pretests results
The pretest mean scores for the Control Group (CG) and Experimental Group (EG) were analyzed, revealing that the CG scored an average of 60.02 while the EG scored 61.06 This indicates a negligible difference between the two groups' pretest performances.
EG has a slightly higher mean score (Ma.06 with SD=3.67) than CG (M`.2 with
SD=4.17) To determine whether there was a statistically significant difference between the two values To investigate, a test was performed
Table 4.3 Descriptive statistics of pretest scores
The pretest scores of both the control and experimental groups were analyzed using a Normal Q-Q Plot, which aided in determining the appropriate statistical test As illustrated in Figure 4.1, the scores for both groups align closely along a straight line, suggesting an even distribution of grades.
Figure 4.1 Normal Q-Q plots for the speaking pre-test results
The Independent T-test results, shown in Table 4.4, indicate that the Sig value is 0.518, which exceeds the threshold of 0.05 based on Levene's test for variance equality, confirming that the requirements for equal variance are satisfied Additionally, the T-test findings reveal a Sig (2-tailed) value of 0.551, suggesting that the differences between the means of the Control Group (CG) and the Experimental Group (EG) are not statistically significant, indicating they are interchangeable Therefore, prior to the therapy, the speaking abilities of both groups were comparable.
Table 4.4 Independent Sample T-Test of pretests results 4.1.2 Speaking posttest results
4.1.2.1 Correlation of posttest scores by rater A and rater B in CG and EG
Levene's Test for Equality of Variance s t-test for Equality of Means
Confidence Interval of the Difference Lower Upper
The correlation of posttest scores between two raters was analyzed, with Table 4.5 presenting the correlation results for rater A and rater B in the control group (CG), while Table 4.6 displays the correlation for the experimental group (EG).
Table 4.5 Correlation of posttests scores of the CG by two raters
** Correlation is significant at the 0.01 level (2-tailed)
Table 4.6 Correlation of posttests scores of the EG by two raters
** Correlation is significant at the 0.01 level (2-tailed)
The correlational analysis revealed a statistically significant relationship between posttest scores from rater A and rater B in the control group (CG), with a Pearson Correlation Coefficient of r = 774 Similarly, in the experimental group (EG), the correlation was even stronger, with a coefficient of r = 938, indicating a substantial inter-rater reliability Consequently, due to the excellent agreement between the two raters, rater A's results were selected for subsequent examinations.
4.1.2.2 Independent Sample T-Test of posttests results
The Pearson Correlational test revealed that the posttest scores of the experimental group (EG) significantly outperformed those of the control group (CG) Specifically, the EG achieved a mean score of 467 with a standard deviation of 5.604, while the CG had a mean score of 333 and a standard deviation of 3.016, indicating a noteworthy difference in performance between the two groups.
EG mean scores was statistically significant
Table 4.7 Descriptive statistics of posttests scores
The Normality test was conducted to evaluate the distribution of posttest results for the CG and EG groups The Q-Q Plot indicated that the data for both groups closely followed a straight line, confirming a normal distribution of posttest scores Therefore, the Independent Sample T test was deemed appropriate for analysis.
Figure 4.2 Normal Q-Q plots for the speaking post-test results
Levene's test for Equality of Variances revealed a significant difference between the posttest averages of the control group (CG) and the experimental group (EG), with a significance level of 026, which is below the 0.05 threshold This indicates that the speaking abilities of both groups changed after therapy, with the experimental group demonstrating a notably higher level of communication efficiency compared to the control group.
Table 4.8 Independent Sample T-Test of posttests results
The comparison of pretest and posttest scores in Figure 4.3 illustrates a significant improvement, with the experimental group outperforming the control group This indicates that the flipped classroom method positively influenced students' speaking performance.
Levene's Test for Equality of Variances t-test for Equality of Means
95% Confidence Interval of the Difference Lower Upper
Equal varianc es not assume d
Figure 4.3 Comparison of means of pretest and posttest scores
Research question 2: What are the students’ perceptions of flipped
This section presents insights into students' attitudes towards Dexway activities following research conducted with twenty participants from the experimental group The researcher clearly outlined the questionnaire's purpose, provided guidance on its completion, and addressed any confusing aspects The questionnaire comprised twenty-eight closed-ended questions categorized into five key themes: the impact of Dexway activities on speaking performance, collaboration and engagement in Dexway, general perceptions of Dexway activities, satisfaction with chat discussions on Dexway, and motivational perceptions regarding Dexway activities Responses were measured using a five-point Likert scale, ranging from "strongly disagree" to "strongly agree."
CGEG disagree to (5) strongly agree Students were supposed to finish the questionnaire from
The questionnaire, designed in Vietnamese to ensure comprehension, took participants 15 to 20 minutes to complete, although they were allowed to take longer if needed Thanks to clear instructions and procedures, all participants successfully submitted their responses to the researcher.
The individual responses were collected and coded before being analyzed using SPSS version 22 The results were then detailed, supported by additional information to enhance the findings.
The reliability and internal consistency of responses to the questionnaire items were assessed using Cronbach's Alpha across five sessions The results obtained from SPSS version 22 are presented in the following five tables.
Cronbach's Alpha Cronbach's Alpha Based on
Cronbach's Alpha Cronbach's Alpha Based on
Cronbach's Alpha Based on Standardized Items
Cronbach's Alpha Cronbach's Alpha Based on
Nunnally (1978) indicated that a survey questionnaire is considered reliable when the Cronbach's alpha is 0.60 or higher The analysis of data from five terms revealed that all findings exhibited a Cronbach's alpha above 0.60, with values ranging from a minimum of 0.625 to a maximum of 0.903, demonstrating a high level of reliability across all five sections of the questionnaire.
As a consequence, the preceding findings demonstrate that this questionnaire instrument is both valid and trustworthy
Cronbach's Alpha Cronbach's Alpha Based on Standardized
To fully comprehend the research, each question was carefully examined to discover how students responded to each challenge
4.2.1.2 Dexway activities impact on speaking performance (items 1-5)
This section presents five questions designed to evaluate perceptions of the impact of Dexway activities on speaking performance A comprehensive summary of the data analysis for these items is illustrated in Figure 4.4.
Table 4.14 Dexway activities impact on speaking performance
1 Dexway activities help me to improve general skills in speaking
2 Dexway activities help me to improve pronunciation quality
3 Dexway activities help me to improve my communication skills
4 Dexway activities help me to broaden my knowledge
5 Dexway activities are useful to my learning
Figure 4.4 Dexway activities impact on speaking performance
At the first sight, it can be noticed that the students’ many options spanning from N to
The data reveals that students reported a mean score of 3.267 regarding improvements in their general speaking performance, suggesting a slight agreement on enhancement Notably, pronunciation received the highest agreement with a mean of 3.733, indicating that 83% of students acknowledged its improvement, while only 3.3% expressed disagreement However, a significant portion, approximately 76%, remained uncertain about improvements in their overall learning quality, knowledge, and communication skills Additionally, only 10% of respondents agreed and 6.7% strongly agreed that their communication skills and knowledge had improved during the trial, highlighting a general uncertainty among students about the benefits of Dexway activities.
4.2.1.3 Collaboration and engagement activities on Dexway (items 6-9)
To investigate the impact of Dexway exercises on encouraging students to participate, four questions (6-9) were used The data analysis for items 6–9 is summarized in Figure 4.5
Table 4.15 Collaboration and engagement activities on Dexway
Dexway activities help me to learn a great deal from intructors and the teachers from learning department 3.3% 13.3% 76.7% 6.7% 0.0% 2.867
Dexway activities provide useful social interaction 0.0% 13.3% 76.7% 10.0% 0.0% 2.967
Dexway activities create a great chance to share opinions among peers and instructors 3.3% 10.0% 6.7% 76.0% 3.3% 3.667
I was comfortable in asking for clarification from the instructor and/or other students using synchronous/asynchronous chat discussion when I needed help 3.3% 6.7% 63.3% 23.3% 3.3% 3.167
Figure 4.5 Collaboration and engagement activities on Dexway
Table 4.15 presents the students' feedback on Dexway collaboration and interaction activities, revealing an overall mean of approximately 3.0 across all categories, indicating uncertainty about the effectiveness of these activities in enhancing cooperation and interaction Specifically, 67.7% of students selected neutral responses regarding learning from instructors, with only 6.7% expressing strong agreement (mean score of 2.9), while 3.3% outright disagreed about receiving adequate support Additionally, more than half of the respondents showed indifference toward social connections and chat discussions, with mean scores of 3.0 and 3.2, respectively Notably, item eight stood out with a high mean score of 3.7, indicating that 76.7% of students appreciated the opportunities to express themselves Furthermore, data from item nine showed that students felt comfortable seeking clarification from instructors or peers through chat, as only 3.3% expressed discomfort in participating in speaking practice activities Overall, the findings suggest that most students did not recognize the benefits of Dexway activities for collaboration.
4.2.1.4 Perceptions of Dexway activities in general (item 10-14)
Students' overall perspectives on the Dexway exercises were assessed through four specific questions (10-14) designed to gauge their impressions of the activities.
Table 4.16 Perceptions of Dexway activities in general
Online chat discussion gave me more effective speaking practice than that of the regular classroom 0.0% 6.7% 56.7% 30.0% 6.7% 3.367
I participate more in online chat discussion than in regular class discussion 0.0% 3.3% 43.3% 53.3% 0.0% 3.500
Online chat discussion activities maximized my involvement in study 3.3% 6.7% 30.0% 50.0% 10.0% 3.567
My experience with online chat discussion was positive 3.3% 3.3% 46.7% 40.0% 6.7% 3.433
After finishing this class, I can say that I became a better speaker 0.0% 6.7% 60.0% 33.3% 0.0% 3.267
Figure 4.6 Perceptions of Dexway activities in general
Students generally expressed positive opinions about Dexway activities, with mean ratings often above neutral They particularly appreciated the synchronous/asynchronous chat discussions, noting they provided more effective speaking practice compared to traditional classroom discussions, with 30% agreeing and 6.7% strongly agreeing The chat conversations were reported to maximize their speaking practice (M=3.6) and significantly enhance engagement in discussions (M=3.4) Additionally, students reacted favorably to Dexway's features regarding their interest in studies, experiences with chat conversations, and aspirations to become better speakers, with mean ratings between 3.3 and 3.6 Overall, only a small number of students held negative views about Dexway activities.
4.2.1.5 Perceptions of satisfaction in chat discussion on Dexway (item 15-20)
The students' overall perspectives on the Dexway exercises were assessed through four specific questions aimed at evaluating their satisfaction with online discussions.
Table 4.17 Perceptions of satisfaction in chat discussion on Dexway
15 I felt anxious during online chat discussion 3.3% 3.3% 50.0% 3.3% 10.0% 3.433
To me, online conversations turn into interesting discussion 3.3% 10.0% 53.3% 26.7% 6.7% 3.233
My peers’ comments during online chat discussions interest me 0.0% 13.3% 6.7% 73.3% 6.7% 3.733
Online chat discussions improve my learning interest 0.0% 13.3% 86.7% 0.0% 0.0% 2.867
I enjoy online chat discussion during the class 0.0% 13.3% 76.7% 10.0% 0.0% 2.967
I enjoy sharing knowledge with peers in online chat discussions 0.0% 13.3% 76.7% 10.0% 0.0% 2.967
Figure 4.7 Perceptions of satisfaction in chat discussion on Dexway
The data presented in Table 4.17 reveals a mean score range between 3.7 and 2.8, indicating that most participants responded positively to the six questions in this section Despite a strong agreement among respondents that they did not enjoy online chat discussions (M=3.4), this sentiment was largely attributed to poor internet conditions Additionally, many students found conversations on Dexway uninteresting, reflected by a mean score of 3.2, although nearly 33% did find them engaging Notably, 73.3% of students felt their interest was enhanced by peer feedback, resulting in a higher mean score of 3.7 for this item While no students agreed that chat discussions motivated them to study more, a small portion (13.3%) disagreed with this notion (M=2.9) Interestingly, only 10% of students expressed negative feelings towards online chat discussions and sharing their viewpoints (M=3.0 for both items), likely due to the shyness and timidity prevalent among Vietnamese students when asked for their opinions Overall, only a few students strongly supported chat discussions and the exchange of ideas.
4.2.1.6 Motivational perceptions in Dexway activities (item 21-28)
To enhance insights into learners' motivation regarding Dexway activities, the researcher posed an additional eight questions The analysis of students' perspectives on motivation related to Dexway exercises is summarized in Figure 4.8, which focuses on items 21 to 28.
Table 4.18 Motivational perceptions in Dexway activities
Dexway activities motivate me to learn more 3.30% 10.00% 50.00% 30.00% 6.70% 3.27
Dexway activities motivate me to do my best work 0.00% 0.00% 96.70% 3.30% 0.00% 3.03
The Dexway format is appropriate and effective for this course 0.00% 0.00% 80.00% 20.00% 0.00% 3.2
Dexway was a useful tool for this speaking course 0.00% 0.00% 80.00% 20.00% 0.00% 3.2
I like to work with my teacher on
Dexway, via the computer-mediated online chat discussion 0.00% 0.00% 80.00% 16.70% 3.30% 3.23
When I use Dexway, I feel comfortable expressing my ideas and asking questions 3.30% 3.30% 73.30% 20.00% 0.00% 3.1
I would like to recommend the
Dexway course for my friends 0.00% 6.70% 70.00% 20.00% 3.30% 3.2
Using Dexway had a positive impact on my learning 3.30% 6.70% 70.00% 16.70% 3.30% 3.1
Figure 4.8 Motivational perceptions in Dexway activities
The data presented in Table 4.18 indicates that the majority of students felt neutral about their experiences with Dexway, reflected in the mean score ranging from 3.0 to 3.3 Notably, only one student disagreed that Dexway activities encouraged additional study, while no students expressed disagreement regarding the effectiveness of Dexway in enhancing English speaking skills Over one-third of participants acknowledged that they felt motivated to study more due to Dexway, and 97% were uncertain about whether they were putting forth their best effort in their studies (M=3.03) Additionally, 20% of students found satisfaction in practicing communication skills, such as pronunciation and discussion, through Dexway, and would recommend it to peers (M=3.2).
Students found the Dexway format to be effective and valuable for their speaking course, with an average rating of 3.2 They reported that Dexway activities motivated them to study more and positively impacted their learning experience Consequently, students expressed a desire for Dexway to be incorporated into their future English classes.
Overall summary
This chapter presents the results from four data gathering instruments: pre-test and post-test, student questionnaire, and observation Initial data indicated no significant difference in speaking performance between the control group (CG) and the experimental group (EG) before the treatment However, post-treatment analysis revealed a substantial improvement in the EG, with most students responding more quickly than those in the CG.
Students' comprehension of the new strategy was enhanced through the analysis and evaluation of survey and observation data Verbal motivation among students is crucial for improving their speaking skills Consequently, the key findings will be elaborated upon in the subsequent sections of this chapter.