INTRODUCTION
Background to the study
The landscape of language education has evolved significantly due to advancements in computer technology and digital tools integrated into the educational system Various teaching methods, including Task-based Language Learning, Communicative Language Teaching, and the Grammar-Translation Method, have emerged in response to global trends Today, the integration of computers and the Internet is essential across all fields, enhancing not only language acquisition but also the integration of diverse knowledge areas Research by Bransford et al (2000) indicates that the quality of learning experiences, whether in-person or online, is heavily influenced by educators' instructional methods As such, educators must consider students' learning approaches when making pedagogical decisions Furthermore, Garrison & Vaughan (2008) highlight the flipped classroom model, which emphasizes learner-centered instruction by reversing traditional classroom activities In this approach, video lectures are assigned as homework, allowing class time to focus on interactive and engaging learning experiences.
The flipped approach, developed by Jonathan Bergmann and Aaron Sams in 2012, is an innovative teaching method that offers numerous advantages over traditional methodologies This approach fosters an active, interactive, and collaborative learning environment, encouraging students to engage in dialogue and contribute to team discussions From an educational perspective, the flipped classroom presents a promising learning method by providing unlimited resources for customized learning and multiple interaction channels between instructors and students Additionally, it can facilitate curriculum management, teacher training, and institutional transformation In a flipped classroom, the instructor's presence is not mandatory, allowing teachers to focus on their responsibilities while students remain engaged In this model, students take on the role of active learners, with the instructor acting as a facilitator of the learning process.
In the 21st century, emerging technological advancements are profoundly impacting various fields, including education English major students must set diverse goals and skill achievements based on their current foreign language proficiency According to Fisher, Frey, and Hite (2016), technology alone is insufficient; it must be integrated with intentional teaching approaches tailored to learners' needs When technology is utilized to address specific challenges, it can lead to significant educational transformations The flipped classroom model exemplifies how educational innovations can thrive not only in traditional settings but also in technology-enhanced environments.
In Vietnam, traditional educational approaches in translation face several challenges, primarily due to outdated teaching methods and insufficient classroom time for practical application Research by Le Thi Thanh Thu et al (2012) highlights that students struggle with language skills and lack effective translation strategies Furthermore, Pham Vu Phi Ho & Bui Thi Kieu Phu (2013) found that common issues include word usage and grammar errors, with senior students often lacking the necessary language proficiency and practical knowledge for translation courses Nguyen Thi Thu Hang & Trieu Thu Hang (2015) noted that lengthy and awkward expressions were prevalent among students at the University of Languages and International Studies Additionally, Nguyen Van Phuc & Truong Thi Ngoc Diep (2018) identified vocabulary and grammar as major obstacles in students' translation studies A significant percentage of graduates from English faculties in Ho Chi Minh City reported inadequate practical skills due to insufficient credit hours in their translation curriculum (Nguyen Thi Nhu Ngoc et al., 2016) Moreover, many Vietnamese translation teachers continue to rely on conventional, lecture-based methods, hindering learner autonomy and performance (Nguyen Quang Nhat, 2021) To address these issues and enhance translation skills in traditional classrooms, adopting a flipped approach appears to be a promising solution for both educators and students.
Problem statement
At Ho Chi Minh Industry and Trading College (HITC), English major students are required to complete the English Language Translation Course, a vital component of their curriculum This major in Translation and Interpretation presents significant challenges for both educators and learners, emphasizing its importance in the field of language studies.
Students often encounter a lot of difficulties to deal with their translation skills because of their limited level of vocabulary, grammar and cultural knowledge
Many EFL students struggle with unfamiliar words during translation tasks, often relying heavily on dictionaries and Google Translate instead of inferring meanings from context This reliance hinders their vocabulary and grammar development, which negatively impacts their exam performance, especially when such tools are prohibited Additionally, students at HITC frequently lack training in context-based guessing strategies, while ineffective teaching methods further impede their ability to memorize translation techniques and enhance their skills As a result, classroom practice often fails to encourage comprehension through appropriate learning strategies without the aid of dictionaries.
Teachers at HITC face significant challenges due to large class sizes, with around 60 students making it difficult to provide individual attention, hindering students' ability to grasp fundamental theories before engaging in translation activities Additionally, the translation course, designed for third-year students, allows for flexible scheduling, resulting in an uneven distribution of skill levels within the class This disparity makes it challenging to deliver lessons that cater to both advanced and average students, as lessons that are either too easy or too difficult can lead to boredom and distraction among students.
Enhancing learners' translation skills through a positive approach is crucial, highlighting the urgent need for reform in translation training Implementing a flipped classroom model can effectively address this issue by promoting activity-based learning over traditional information transfer This method aims to create a more collaborative, flexible, and engaging learning environment for students.
Aims and objectives of the study
This study aimed to explore the application of the flipped classroom approach among third-year English major students in translation courses, providing a basis for future research to assist college English teachers in adapting their teaching methods to improve students' translation skills The primary objectives of this research included investigating the effectiveness of this innovative teaching strategy and its potential impact on enhancing students' learning outcomes in translation.
To explore how the use of flipped approach affects the translation skills of English - majored students at HITC
To discover students‟ perceptions toward the flipped approach in translation classrooms.
Research questions
To achieve the aforementioned objectives, the following research questions were addressed:
1 How does the use of flipped approach affect English major students‟ translation skills at HITC?
2 What are English major students‟ perceptions toward the use of flipped approach in translation classrooms at HITC?
Scope of the study
This study explored the impact of the flipped classroom approach on the perceptions of third-year English major students enrolled in translation courses at Ho Chi Minh Industry and Trade College, while excluding other aspects related to the translation curriculum, such as academic and instructional levels.
A total of 120 third-year English major students from the Foreign Language Division at HITC participated in the study, selected for their completion of the first translation course in the first semester and enrollment in the second translation course during the second semester of their academic year The research focused on students who successfully passed the initial translation course Utilizing a quantitative research design, the study gathered and analyzed data through pre-tests, post-tests, and questionnaires to assess the outcomes of the translation courses.
Significance of the study
This study provides empirical evidence supporting the flipped approach in education, specifically focusing on its effects and the perceptions of third-year English major students regarding flipped translation learning and teaching The research aims to uncover significant findings that contribute to both theoretical understanding and practical applications in this educational method.
This study aims to enhance the understanding of the flipped translation approach, serving as a valuable reference for educators and researchers in the field The findings may inspire further research and provide teachers with diverse insights into the benefits of this innovative teaching method compared to traditional translation instruction Additionally, the study could reveal new areas of expertise that may not be accessible through conventional approaches Ultimately, the results will also serve as a resource for graduate students preparing their research on the flipped approach.
This study aimed to explore the characteristics of the flipped approach and its impact on translation skills among students, comparing those who utilized this method with their peers who did not The findings are expected to serve as valuable resources for teachers and learners at HITC, enhancing the translation efficiency of third-year English students Additionally, the research provides meaningful insights into the flipped translation methodology based on student perceptions, which can support the broader development of flipped techniques, particularly in translation classrooms.
Definition of key Terms
To make this research easier to understand, the key terms would be explained as follows:
The flipped approach is an innovative pedagogical method that reverses traditional classroom activities and out-of-class assignments, emphasizing a learner-centered model (Garrison & Vaughan, 2008) By utilizing technology to deliver course content outside the classroom, this approach allows formal class time to focus on collaborative practices and real-life exercises This study outlines a specific design for implementing the flipped approach in a translation classroom, incorporating various group and individual activities conducted during both in-class and out-of-class sessions.
The flipped translation classroom, utilizing the flipped approach, was implemented to teach translation to third-year English majors at HITC, following the design established by Lou et al (2017).
EFL students, specifically third-year English majors at Ho Chi Minh City Industry and Trade College, are the focus of this study, which examines their experiences and challenges in learning English as a foreign language.
Translation skills involve converting text from one language to another while preserving the original meaning, formal features, and information This study identifies four essential skills that enhance students' language proficiency: Reading Comprehension, Researching, Analytical, and Composing and Production skills.
Perceptions encompass the awareness of information through sensory experiences In this study, perceptions specifically relate to beliefs regarding the benefits of implementing a flipped approach in a translation course, focusing on key aspects such as motivation, effectiveness, engagement, and overall satisfaction.
Organization of the thesis
The thesis consisted of five chapters: Introduction, Literature Review, Methodology, Results and Discussion, Conclusion and Recommendations
Chapter 1 introduces the study by outlining its background, problem statement, and the aims and objectives, which focus on examining the impact of the flipped approach on translation skills and students' perceptions in translation classrooms for English majors at HITC It also presents the research questions, the scope and significance of the study, and defines key terms such as "flipped classroom," "EFL students," "translation skill," and "perception," while detailing the organization of the thesis.
Chapter 2 of the Literature Review presents the theoretical background and empirical findings from previous studies that underpin this research It is divided into five key sections: the first section explores the theoretical aspects of translation, including definitions, types, skills involved, and challenges in teaching and learning translation The second section focuses on the flipped classroom approach, discussing its definitions, roles of teachers and students, benefits, challenges, and student perceptions The third section provides an overview of perceptions related to the flipped approach in this study The fourth section compiles previous research on the flipped approach from both international and Vietnamese contexts The chapter concludes with the study's conceptual framework and a summary of the key points discussed.
Chapter 3, Methodology, outlines the research design and methodologies used to answer the research questions, establishing the study's context through a detailed description of the research site It presents the sampling method along with personal information about the selected participants, followed by an introduction to the research instruments employed for data collection The chapter also reports on the processes of collecting and analyzing data from pretests, post-tests, and questionnaires Finally, it addresses the reliability and validity of the study, as well as relevant ethical considerations.
In Chapter 4, titled "Results and Discussions," the study's findings are presented in relation to the information discussed in the Literature Review This section analyzes both the similarities and differences in the results, providing valuable insights that align with the study's objectives.
In the final chapter, Conclusion and Recommendations, summarizes the main findings, implications, thesis‟s limitations, and recommendations for future research directions.
LITERATURE REVIEW
Translation
Translation has evolved over centuries alongside human integration, serving as a crucial means of communication between languages According to Richards & Rodgers (2014), translation aims to accurately convey the meaning of a source-language text into a target-language text Nida (1964) emphasizes the importance of maintaining the style and meaning of the source language while providing the closest equivalent in the target language Translators work with a wide range of materials, from simple documents like birth certificates to complex legal texts and specialized articles Catford (1965) defines translation as the process of transforming a text from one language to another, while Meetham & Hudson (1969) highlight the need for precise conversion of information, preserving both lexical and grammatical features Bell (1991) asserts that the transformation should retain the original text's formal features and content Larson (1998) views translation as a process that involves syntactic structure, lexicon, cultural nuances, and contextual situations to convey the original meaning effectively Schreck (2013) argues that translation is not merely a linear process but a creative endeavor, encouraging translators to see themselves as creators rather than mere reproducers of existing works.
Translation is often viewed not just in terms of the correspondence between source and target texts, but also in terms of the communicability of the target text Hatim and Mason (1990) define translation as an act of communication that seeks to convey another communicative act across linguistic and cultural boundaries Similarly, Schọffner and Herting (1994) describe translation as a form of intercultural communication that broadens the audience for a specific text beyond language barriers.
Different scholars divide translation into different types, “ Free translation versus literal”, “dynamic versus formal”, “pragmatic versus non- pragmatic”,
The distinctions in translation types, such as "creative versus non-creative" (Ghazala, 2006), "sense-for-sense versus word-for-word" (Shuttleworth & Cowie, 1997), and "foreignizing versus domesticating translation" (Venuti, 2004), highlight the importance of the equivalent principle between source and target texts A translator must adeptly choose the appropriate procedures and methods for effective text translation, as outlined by Newmark (1988a).
Translation of word-for-word preserves the source language words and translates them singly by their most common meanings, out of context
Literal translation converts grammatical constructions of the source language to their nearest target language equivalents, except the lexical words are singly again translated, out of context
Faithful translation attempts to produce target language grammatical structures accurately within the constraints from contextual meaning of the original
Semantic translation takes more account of the source language text‟s value, compromise the appropriate meaning so that no repetition of words in the last version
Translation of idioms recreates the original message but tends to change nuances of meaning by preferring not only idioms but also colloquialisms that existence is not in the original
Free translation creates the target language text without the content, form, or style of the original
Adaptation is mainly suitable for poetry, plays, characters, themes to preserve both languages‟ culture
Communicative translation attempts to render the precise contextual meaning of the original so that the reader ship can accept and comprehend the content and language
The translation process has sparked extensive debates among theorists and linguists, who have proposed various models to understand it A widely accepted view is that the translator acts as a mediator between the source language writer and the target language reader Nida & Taber (1982) outline the translation process in three stages: first, the translator conducts grammatical, referential-semantic, and connotative analyses to grasp the syntactic relationships in the source text, often simplifying complex structures for better comprehension In the second stage, a detailed referential-semantic analysis is performed to determine the meanings of each lexeme, defining the range of meanings from language A to B Finally, the translator restructures the material to ensure that the target text is fully acceptable and resembles the source text.
Figure 2.1 The Translation Process Model of Nida
According to Larson (1984), the primary objective of a translator is to achieve an idiomatic translation that effectively conveys the meaning of the source language text in a natural manner for the receptor language He emphasizes that translation involves analyzing the grammatical structure, lexicon, and cultural context of the source language text, as well as the communication situation, to accurately determine its meaning The reconstructed meaning is then expressed using the appropriate grammatical structure and lexicon that align with the cultural context of the receptor language.
According to Bell (1991), the translation process comprises three distinct phases Initially, it involves analyzing the source language text to create a semantic representation, which is then followed by synthesizing this representation into a target language text.
Figure 2.3 Translation process by Bell (1991)
Pedagogical translation is a vital method for language learning, as it helps students recognize and understand the differences between languages, thereby assessing their language proficiency The primary goal of the translation process is to produce a translated text that functions similarly to the original context Additionally, this process incorporates essential skills that further enhance language proficiency (Abdellah, 2004).
Reading comprehension skills are essential in the translation process, as highlighted by Osimo (2001), who emphasizes that reading is the initial step where we mentally store words and reconstruct sentence structures Grabe & Stoller (2011) define reading comprehension as the ability to understand and interpret information from various written materials It is advisable for both students and teachers to master fundamental reading comprehension skills to enhance their understanding and interpretation of texts.
Read for key ideas and gist
Using at least of the structural analysis clues such as sentence pattern, clauses, word order, roots, prefixes, and suffixes to classify the meaning of new vocabulary and expression
Identify cultural references for choosing vocabulary in the text
Identify the level of language used in the passage as religious, standard, and slang…etc
According to Enani (2000), when encountering an unfamiliar word, consulting a dictionary is a fundamental and widely accepted approach for both speakers and listeners To enhance their research skills, students and translators are encouraged to utilize these essential tips.
Bilingual dictionaries are used for looking up meanings and monolingual dictionaries for checking of new vocabulary in the source and target language
For specialized terms, consider glossary lists and related encyclopedias
Specialized journals and magazines is an idea for familiarizing with the specializing text
Analytical reasoning skills are essential in the translation process, particularly during the analysis and synthesis stages To achieve a comprehensive understanding, translators utilize the pro-text during synthesis, ensuring effective communication with the reader (Abdellah, 2004) Students can enhance their analytical skills by employing specific strategies during the analysis stage.
Identify beginnings and endings of ideas in the text
Identify the “best” meaning that fit into the context
Identify the structure in the target language that “best” represents the original
Identify the relationships among the ideas
Identify the “best” cohesive devices and transitions between the target language‟ ideas that represents the original
According to Abdellah (2004), after completing a translation, a translator must externalize their impressions from the text and convert speech acts into a coherent meta-text To achieve this, teachers and first-year students are encouraged to adopt specific strategies when crafting the final version of their translations.
Use correct word order and sentence structures as followed in the target language
Transmit the ideas of the text in the target language clearer
Qualify the overall meaning translated by rephrasing certain sentences
This review highlights essential skills and strategies that are crucial for both translation students and trainee translators in their daily tasks Key skills identified include reading comprehension, research, analysis, and composition, all of which are integral to producing quality translations and enhancing overall language learning As Hairston emphasizes, understanding the writing process is vital for effective outcomes, suggesting that educators must delve into how translations are created, not just the final product Consequently, it is imperative to invest more time and resources in developing learners' translation competencies and reformulation techniques.
2.1.4 Translation as the fifth skill
In the 21st century, foreign language teaching has undergone significant changes, notably with the revival of translation as a key component in the classroom Once dismissed for nearly a century, translation has re-emerged as a vital fifth skill, enhancing essential qualities like accuracy, clarity, and flexibility in language learning While the primary goal of translation activities is not to train professional translators, they serve to address specific learner challenges and strengthen English language knowledge Scholars such as Lado and Weller argue for the recognition of translation as a distinct skill, separate from the traditional four language skills Translation is viewed as a "fifth macro-skill," integrating productive and receptive language abilities, as it involves reading and interpreting source texts before rendering them into the target language In today's globalized world, translation skills are increasingly essential for second language learners, particularly in professional contexts, with many EFL graduates in the Arab World pursuing careers in translation.
“people who face translation activity everyday are students and workers”
2.1.5 Traditional translation teaching to modern translation teaching
Traditional translation teaching has been criticized as outdated, rigid, and teacher-centered (Kiraly, 1995; Stewart, 2008), where the instructor solely directs all learning activities and students passively absorb information This approach limits learners' engagement, as they rely on the teacher's key for correct translations To foster independent learning and boost self-confidence, there is a pressing need for innovative teaching methods Modern translation education embraces technology and contemporary materials, promoting learner-centered approaches that enhance student autonomy in a creative environment This shift allows translation students to collaborate effectively, develop critical thinking skills, and self-assess their performance with guidance from educators For a successful transformation from traditional to modern teaching, translation educators must move beyond the conventional "read and translate" method and align learning outcomes with higher competencies in translation (Colina, 2003).
The role of translation has become even more significant in the 21st century
Translation plays a crucial role in making the rich literature of one language accessible to others, despite the shift from traditional grammar-translation methods to modern approaches that emphasize spoken language While translation has been a topic of debate regarding its effectiveness in foreign language learning, it remains prevalent in classrooms, where students often translate for peers and interpret signs The demand for translation has surged in recent decades due to globalization and the internet, making it an essential skill Although some scholars argue that translation is not suited to the general needs of language learners, interest in translation practice has grown in foreign language education Translation can enhance students' reading and writing abilities, fostering discussions about the challenges of translation tasks A successful translation should maintain the original text's style and context while adhering to the target language's conventions Despite being formally recognized only in the 20th century, translation training has become an integral part of contemporary translation studies.
Flipped approach
2.2.1 Flipped approach and the non - flipped classroom
In the rapidly evolving 21st century, technology significantly impacts various fields, particularly education, which adapts to innovative learning approaches (Celen, Celik, & Seferoglu, 2011) Traditional educational structures must evolve, leveraging technological advancements to enhance learning experiences (Bas, 2010) The flipped classroom model has emerged as a popular, active learning strategy, emphasizing student-centered teaching through pre-recorded online lectures and interactive in-class activities (Toto & Nguyen, 2009; Bishop & Verleger, 2013) This approach allows students to prepare at home, enabling them to engage more meaningfully during class time, focusing on problem-solving and collaborative learning (Bergmann & Sams, 2014; Kim et al., 2014) Successful implementation of the flipped classroom requires consideration of four key elements to maximize its effectiveness (Hamdan et al., 2013).
Flipped classrooms foster flexible learning environments by enabling educators to rearrange physical spaces to suit various teaching methods, including group work, independent study, research, and performance evaluations This approach empowers students to take control of their learning by choosing when and where they engage with the material.
Educators who implement flipped classrooms demonstrate flexibility in their expectations regarding student learning timelines and assessment methods They create assessment systems that objectively evaluate understanding, ensuring that the process is meaningful for both students and teachers.
In a traditional teacher-centered approach, educators serve as the primary source of knowledge through direct instruction, while the flipped classroom model shifts the focus to students, making them active participants in their learning journey This approach allows students to take charge of their education by engaging in knowledge formation and evaluating their learning in a personally meaningful way By reviewing content outside of the classroom, students can set their own pace, enabling teachers to optimize face-to-face interactions to assess and enhance student understanding and synthesis of the material.
Flipped educators strategically assess which content requires direct teaching and which materials students can explore independently, leveraging lectures to effectively impart specific skills and concepts They focus on utilizing the Flipped Learning model to enhance students' conceptual understanding and procedural fluency By employing Intentional Content, educators optimize classroom time to implement diverse instructional methods, including active learning strategies, peer instruction, problem-based learning, and Socratic methods, tailored to the appropriate grade level and subject matter.
In today's educational landscape, the role of Professional Educators has become increasingly demanding, necessitating a strategic shift from group instruction to individualized learning They are tasked with optimizing face-to-face interactions with students while continuously observing and assessing their progress Effective educators engage in reflective practice, collaborate with peers to enhance their skills, embrace constructive feedback, and skillfully manage the dynamic nature of classroom environments.
The traditional classroom, or non-flipped classroom, is characterized by a structured approach where lectures occur during class time, followed by assignments and homework completion at home According to Bergmann & Sams (2014), the flipped classroom represents a shift in focus, while the non-flipped model emphasizes direct engagement with content in a synchronous environment This model fosters face-to-face communication between educators and students, as well as collaboration among peers, enhancing the learning experience Chickering & Gamson (1991) suggest that such interactions promote deeper understanding and critical thinking, as students share ideas and respond to one another in small group settings Ultimately, the key distinction lies in the division of time and focus, with traditional classrooms prioritizing in-person collaboration and immediate application of concepts.
2.2.2 The role of teacher in flipped classroom
In traditional learning environments, students initially engage with content through lectures and various activities led by their teachers Following this instruction, they complete homework and exercises to reinforce their understanding However, in a flipped classroom model, the role of the teacher becomes even more crucial, as they facilitate deeper learning and engagement.
Using suitable equipment that is for technological learning condition (Fulton,
Sharing prepared lecture videos as after- class or before - class activity (Bishop
Requiring students to read material before class for engaging with in-class learning activities (Strayer, 2012)
Facilitating students to achieve learning outcomes (Van Vliet, Winnips, & Brouwer, 2015)
Increasing participation of students to create interactive discussion conditions (Millard, 2012)
Guiding to make learning process easy by walking around the classroom to help students instead of transferring knowledge directly Interacting one by one with students (Cohen & Brugar, 2013)
Using pedagogical strategies to provide feedback (Nolan &Washington, 2013)
2.2.3 The role of student in flipped classroom
In traditional classrooms, students focus on listening to their teachers as lectures and activities introduce new concepts After presentations, class time is dedicated to practicing exercises and engaging in discussions Teachers often utilize materials like handouts and worksheets to reinforce skills and clarify concepts However, these activities transform in a flipped classroom approach, where the emphasis shifts to student-led learning and collaboration.
Taking responsibility for their outside and inside classroom learning
Watching online video lectures outside the classroom at any conveniences of place and time (Hamdan et al., 2013)
Devoting practical activities and exercise that are monitored in the classrooms (Bergmann & Sams, 2012, 2014)
Before coming to class, be prepared for assignments within due date (Davies et al., 2013)
Creating new cases in a relation of the topics proposed by the teacher (Andrade & Coutinho, 2016)
Interacting with teacher and classmate, receiving and giving feedback positively (Tucker, 2012)
2.2.4 The benefits of applying flipped approach
The "Flip the Class" model is a contemporary teaching approach where homework is completed in class and classwork is done at home, leveraging technology (Bergmann & Sams, 2012) Research indicates that this flipped learning method transforms knowledge transfer, offering various benefits.
2.2.4.1 Flipped approach narrows teacher-student relations
The flipped classroom model shifts the instructor's role to facilitate learning while promoting student autonomy, contrasting with the traditional classroom's emphasis on teacher authority and student passivity (Mustafa et al., 2019) In this innovative approach, students engage in group work for in-class assignments and collaborate on tasks outside of class, reflecting on their work and receiving guidance from their teacher This collaborative dynamic enhances interactions between teachers and learners, fostering stronger relationships both inside and outside the classroom (Steen-Utheim & Foldnes, 2018).
2.2.4.2 Flipped approach maximizes class time and learning effects
The flipped classroom approach enhances learners' academic skills and optimizes time management by allowing effective use of class time when pre-class work is well-structured and engaging (Lo, 2020) This method enables students to develop lower-level thinking skills independently, while teachers can focus on fostering higher-order cognitive skills during class (Lin, Hwang & Hsu, 2019) According to Doman and Webb (2015), the flipped approach facilitates thorough analysis and synthesis of essential information for class assessments Additionally, it offers students more opportunities to achieve desired learning outcomes; for example, a preview of a writing video lecture allows learners to prepare vocabulary, gather crucial knowledge, brainstorm ideas, and improve writing skills with teacher support (Nguyen Quang Nhat et al., 2019) Consequently, students feel well-prepared and confident to participate in classroom activities, which leads to deeper understanding and clarification of any unclear content.
2.2.4.3 Flipped approach encourages self- study habit and engagement between classmates
Students in flipped classrooms benefit from self-directed learning, allowing them to study anytime and anywhere They engage with video lessons, conduct research, prepare questions, and collaborate with peers, fostering creativity and reflection (Tucker, 2012) Goodwin and Miller (2013) highlight that flipped students utilize self-regulated learning to critically analyze teaching materials and actively participate in cooperative learning environments This active engagement enhances the meaningfulness of the content, deepens understanding, and improves informational literacy skills for learners (Gilboy et al., 2015).
2.2.4.4 Flipped approach fosters stronger feedback cycle
An optimal language-learning environment, supported by technology, is synonymous with flipped instruction (Egbert et al., 2014) Research indicates that flipped teaching positively influences assessment and feedback practices, enhancing curriculum delivery and the student learning environment A case study at Dalarna University highlighted the flipped approach's beneficial impact on the learning process, fostering more opportunities for questions and a stronger feedback cycle (Avic, 2016) Additionally, end-of-course surveys in a medical sciences module demonstrated that varied testing formats, coupled with addressing student feedback, significantly improved learner performance compared to traditional lecture-based modules (McLean, 2016) Consequently, flipped methodology provides learners with increased opportunities to engage in speaking, writing, and receiving feedback from both instructors and peers.
2.2.5 The challenges of applying flipped approach
The contradiction caused by habitual learning styles was the first considerable challenge For example, some of the students reported that they prefer to
Many students expressed a preference for traditional in-class learning, as they were more accustomed to conventional educational methods rather than the flipped classroom model (Snyder et al., 2014; Wang, 2016) Negative feedback regarding online video clips highlighted that students found them to be the least enjoyable and effective classroom activities Issues included the videos being unhelpful and the inability to ask questions in real-time while watching the lesson content (Kettle, 2013; DeSantis et al., 2015; Bhagat et al., 2016).
Learners‟ Perceptions
Bergmann & Sam (2012b) emphasize that students' perceptions encompass their emotional responses to specific pedagogical methods and their overall attitude toward the need for deeper learning They identify motivation, attention, participation, and learning satisfaction as essential factors in evaluating learners' perceptions of the flipped classroom approach Additionally, Spooren et al (2013) highlight the importance of student perceptions in enhancing learning outcomes and providing a valid representation of the learning environment This study assessed perceptions through students' attitudes, as documented in the referenced papers.
Motivation in an academic setting is crucial as it encourages students to engage positively in learning activities and take responsibility for their performance (Hidi & Ainley, 2002) Research indicates that flipped classroom designs significantly enhance student motivation For instance, Hung and Peng (2018) found that participants in a translation class expressed high levels of enthusiasm with this innovative approach Similarly, Lin (2019) examined the perceptions of 13 English majors in Taiwan regarding the educational benefits of the flipped model, noting improvements in motivation, autonomy, and in-class participation Ultimately, the findings suggest that a flipped learning environment effectively meets learners' needs for self-regulation, autonomy, and relevance in their studies.
Effectiveness refers to the ability to achieve desired outcomes, and numerous studies have explored the effectiveness of the flipped classroom approach in education Shu (2015) found that sophomore students in a flipped translation course outperformed their peers in a traditional setting, as indicated by their higher translation competence scores Similarly, Lou et al (2017) conducted research involving 124 first-year non-English majors in China, revealing that students in the flipped classroom achieved significantly higher mean scores compared to those in conventional classes, as confirmed by independent sample t-tests These findings underscore that flipped instruction enhances students' competencies.
Engagement is crucial for quality learning, encompassing behavioral, emotional, and cognitive dimensions Behavioral engagement involves active participation, while emotional engagement reflects the positive and negative reactions that influence a student's willingness to engage Cognitive engagement refers to the investment in effort and mastery of content (Fredericks et al., 2004; Skinner et al., 2008) Research indicates that active learning methodologies, particularly the flipped classroom approach, significantly enhance student engagement For instance, Hsiu-Ting Hung's 2015 quasi-experimental study demonstrated that increased student effort correlates with improved attitudes towards learning Similarly, Mei's (2017) study in a translation classroom highlighted the effectiveness of a three-step flipped class model—pre-class work, in-class activities, and after-class feedback—showing that this pedagogical reform led to better teaching and learning outcomes compared to traditional methods Overall, these findings suggest that the flipped approach effectively stimulates learner engagement across various subjects.
Learner satisfaction is a critical factor in higher education, influencing the quality and acceptance of educational experiences (Sampson et al., 2010) The ability to apply knowledge effectively contributes to both the learning experience and student satisfaction (Mihanović et al., 2016) Research by Noami et al (2017) indicates that satisfied learners are likely to continue using the flipped classroom approach in subsequent courses Additionally, Hsiu-Ting Hung (2015) found that student engagement and satisfaction with the flipped model were positively reflected in survey responses A similar positive response regarding satisfaction with the flipped approach was observed in a study conducted during the Computing I course by Yilmaz.
In 2017, learners experienced increased opportunities for active practice and participation during both pre-class and in-class sessions They expressed a strong desire to extend the flipped classroom approach to additional courses, as they were highly satisfied with the improvements it brought to their learning experience.
Numerous studies have investigated the positive effects of the flipped classroom approach on student attitudes across different subjects This thesis similarly seeks to examine learners' perceptions of this method The exploration aims to determine the usefulness of these elements and their impact on learning outcomes.
Previous studies
The flipped approach, which has been utilized for years in various disciplines, particularly in the humanities, has garnered significant attention in both international and Vietnamese contexts Numerous studies have explored the advantages this method offers to both educators and learners.
In a study by Ling (2017), the flipped classroom approach was implemented in a Chinese translation class to assess the perceptions of twenty non-English major learners The findings indicated that the flipped classroom model is effective in translation teaching, with over 87% of participants reporting improvements in various aspects of their translation abilities through a questionnaire survey.
In a study by Lou et al (2017), a one-term flipped classroom model was implemented to teach translation skills to 124 first-year non-English-majored undergraduate students, divided into control and treatment groups The findings from pretests and post-tests indicated that the flipped translation instruction significantly improved the translation skills of the treatment group compared to the control group.
Hung and Peng (2018) studied the impact of a flipped classroom approach on the translation proficiency of 14 learners Their research, which included pretests, post-tests, questionnaires, and semi-structured interviews, revealed a significant positive effect on the participants' translation skills Notably, improvements were observed in MICE (Meetings, Incentives, Conferences, Exhibitions), alongside enhanced feelings of motivation, effectiveness, engagement, and overall satisfaction within the flipped classroom environment.
In 2021, Nguyen Quang Nhat conducted a case study at a public university in Ho Chi Minh City, focusing on the flipped translation classroom and its impact on 79 junior students' perceptions of translation improvement The semi-structured interviews revealed that this innovative approach not only enhanced various aspects of translation studies but also addressed gaps in the flipped method Additionally, the flipped translation process fostered better translation habits among learners and improved their overall perceptions of translation training.
Recent studies have highlighted the positive impact of the flipped classroom approach on EFL students' translation skills, noting increased student engagement and favorable attitudes towards this teaching method (Ling, 2017; Lou et al., 2017; Hung & Peng, 2018; Nguyen Quang Nhat, 2021) Despite variations in research methodologies, a consensus emerged on the effectiveness of this collaborative learning model in enhancing language skills and content comprehension Researchers emphasized the need for training educators in technology use to maximize educational benefits, suggesting that the flipped approach can significantly improve translation instruction by integrating online resources with traditional classroom activities However, there is a notable gap in research regarding the application of the flipped classroom in Vietnamese translation training since 2010 Therefore, this study aims to investigate the effects of the flipped approach on third-year English students' translation skills at HITC, while also examining students' perceptions to better understand their learning needs, habits, and the associated challenges and benefits of this innovative teaching method.
Conceptual framework
On what have been discussed in the above sections, the conceptual framework for the study is illustrated in figure 2.4 below:
Figure 2.4: The conceptual framework of the study on the use of flipped approach in translation classrooms
Hsiu – Ting Hung (2015) Hung & Peng (2018)
+ Students work in groups, independent study, research, performance, and evaluation
+ Teachers help learners improve their performance based on the course objectives and unit, contents
+ Teachers help students gain conceptual understanding as well as procedural fluency
+ Teachers adopt various methods of instruction such as active learning strategies, peer instruction, problem-based learning, depend on grade level and subject matter
+Read for main ideas, details
+ Identify the meaning of words, style of the writer, culture reference
+ Use bilingual dictionary to look up for the new words
+ Use monolingual dictionaries for checking of new vocabulary in the source and target language
+ Identify the best meaning, structures that fit in the target language
+ Identify the transition between the ideas & the best cohesive devices in the target language
+ Use the correct word order, ideas, sentence structure in target language
+ Rephrase sentences to qualify the overall meaning translated
+ Students participate in and evaluate their learning
+ Teachers can maximize the use of face-to-face classroom interactions to check for and ensure student understanding and synthesis of the material
+ Teachers continually observe their students, provide feedback relevant in the moment, and continuously assess their work
+ Teachers are reflective in their practice, connect with each other to improve their trade, accept constructive criticism, and tolerate controlled classroom chaos
This study investigates the impact of the flipped approach on translation skills and student perceptions in flipped translation classrooms The literature indicates that the flipped approach enhances active learning by allowing students to apply their knowledge in class with teacher guidance (Bergmann & Sams, 2014) Key components of the flipped approach include a flexible environment, a supportive learning culture, intentional content, and the role of a professional educator, each contributing unique characteristics and recommended learning activities (Hamdan et al., 2013).
In a flexible learning environment, students enhance their understanding through collaborative group work and independent study, utilizing both online and offline lectures This approach shifts the traditional classroom dynamic, placing students at the center of the learning experience while teachers adopt a supportive role Class time is dedicated to discussions, practice, and problem-solving, as students are expected to prepare in advance at home Teachers employ intentional content and active learning strategies to optimize classroom time, fostering both theoretical understanding and practical application for enriched learning experiences Additionally, the role of the professional educator evolves, as teachers observe students, provide feedback, and assess their learning processes, ensuring a comprehensive educational experience.
The flipped classroom model diverges from traditional teaching by redefining the roles of teachers and students, fostering a more interactive and engaging learning environment In this approach, both teachers and students assume greater responsibility for preparation and participation, contrasting with the traditional model where teachers primarily deliver lectures and students passively absorb information This innovative method enhances essential skills such as reading comprehension, research, analysis, and composition (Abdellah, 2004) Additionally, students' perceptions of the flipped classroom encompass motivation, effectiveness, engagement, and overall satisfaction (Hsiu-Ting Hung, 2015; Hung & Peng, 2018) The study will employ a quasi-experimental design to assess learners' translation skills and perceptions of the flipped approach through classroom performance, tests, and questionnaires.
Chapter summary
This chapter outlines the theoretical background and empirical findings relevant to the study, structured into five main sections It begins with an exploration of translation, covering definitions, types, processes, and the challenges faced in teaching and learning this skill The second section focuses on the flipped classroom approach, detailing its definitions, contrasting it with traditional classrooms, and outlining the roles of teachers and students The third section discusses the benefits and challenges associated with the flipped classroom model The fourth section provides an overview of perceptions related to the study, while the fifth compiles previous research on the flipped approach in both international and Vietnamese contexts The chapter concludes with a conceptual framework and a summary, emphasizing the significance of the discussed theories as a foundation for the research The study aims to investigate the effects of the flipped approach on translation skills and assess participants' attitudes towards this method, ultimately hoping to enhance learners' translation skills and foster a more engaging learning environment.