MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY GRADUATE SCHOOL --- DANG NGUYEN THUY VY THE IMPACTS OF THE FLIPPED CLASSROOM APPROACH ON GRAMMAR KNOWLEDGE OF STU
INTRODUCTION
Rationales of the Study
Since the late twentieth century, English language teaching and learning has become increasingly significant in Vietnam's education system, with more instructional time allocated to the subject At the upper secondary level, the Ministry of Education and Training's 2018 General Education English Curriculum emphasizes the acquisition of grammar and the enhancement of the four essential language skills: listening, speaking, reading, and writing This curriculum aims to ensure that students achieve both communicative fluency and accuracy.
The ongoing debate regarding the most effective grammar teaching method has highlighted two primary approaches: inductive and deductive, each with its own advantages and disadvantages (Al-khresheh & Orak, 2021) Teachers utilizing the deductive approach, often within the Presentation-Practice-Production (PPP) model, frequently encounter time constraints that hinder language production due to an overemphasis on the Presentation and Practice stages (Le, 2011; Viet, 2014) This challenge is particularly evident among Vietnamese teachers, who focus heavily on form through extensive lexical and grammatical exercises, leaving little time for the final production stage (Le, 2011; Viet, 2014) To address this issue, the adoption of the flipped classroom approach is recommended to enhance production time in the grammar teaching process.
First introduced in 2007, flipped classrooms were a combination of technology and in-class lessons to facilitate students’ active involvement and learning (O’Flaherty
The flipped classroom model has demonstrated positive effects on language learning and academic performance by promoting learner autonomy In Vietnam, this approach effectively integrates technology into language teaching, aligning with the educational guidelines outlined in Circular No 09/2021/TT-BGDDT It can be utilized to teach various language skills to diverse learners While many global studies have examined the flipped classroom's impact on grammar instruction, research specific to Vietnam, particularly among high school students, remains limited, highlighting the need for further investigation in this area.
Problem Statement
Despite challenges in implementing blended learning, hybrid classes are recognized for enhancing interactive activities and student engagement (Garrison & Kanuka, 2004; Neumeier, 2005) The flipped classroom model, particularly the PPP approach, has shown promise in grammar instruction, as evidenced by a study by Al-Harbi and Alshumaimeri (2016), which reported improved grammar performance and positive attitudes among Saudi secondary students While similar studies have succeeded in university and private language center contexts (Khodabandeh & Tharirian, 2020; Noroozi et al., 2020), research on the flipped classroom model in Vietnam is limited, focusing mainly on language skills such as translation (Nga & Thu, 2022), listening (Kien & Hong, 2022), speaking (Huong & Hung, 2023), and writing (Nguyen et al., 2019) There is a notable lack of research on using the PPP model for grammar teaching in high schools This study seeks to explore the implementation of the flipped classroom approach in grammar instruction and assess its potential benefits and student attitudes.
Research Questions
Previous studies have demonstrated positive results in teaching grammar through flipped classrooms and have highlighted favorable attitudes among students However, there is limited research on the impact of this approach on high school students in public schools where English is a foreign language This study seeks to address these gaps by exploring two specific research questions.
1 What are the effects of the flipped classroom on the grammar knowledge of high school students?
2 What are students’ attitudes toward flipped-taught classrooms?
Significance of the Study
This study aims to offer teachers an effective grammar teaching method supported by statistical data and student feedback By addressing key issues in traditional classrooms and integrating blended learning with technology, it seeks to advance the Flipped Classroom Approach The findings are expected to benefit teachers, educators, and school administrators looking for a more time-efficient way to teach grammar, particularly addressing the time constraints faced during the language production stage in high school grammar classes.
A REVIEW OF LITERATURE
Literature Review on Grammar
Grammar is essential for constructing meaningful sentences, serving as the framework that connects words and structures According to Thornbury (1999), it encompasses the rules for sentence formation and the meanings conveyed by these structures Larsen-Freeman (2001) emphasizes that grammar consists of systematically meaningful patterns governed by pragmatic rules Similarly, Brown (2001) defines grammar as the system of rules that dictate the conventional arrangement and relationships of words within a sentence.
2.1.2 The Role of Teaching Grammar
Grammar is essential in language teaching and enhancing an individual's language competence, significantly impacting the development of the four major English skills A strong grasp of grammar leads to improved productive performances and overall language proficiency Mastery of grammar also supports the advancement of writing skills, creating a high demand for formal grammar instruction.
Recent trends in language teaching have shifted towards more communicative approaches, often neglecting grammar instruction However, due to criticisms regarding the lack of grammatical accuracy in language outcomes from these programs, there is now a movement to incorporate more advanced grammar into communicative methods (Azad, 2013) This evolution in the grammar teaching process aims to enhance learners' linguistic proficiency while maintaining a focus on communication.
Instructional techniques that focus learners' attention on specific grammatical forms are essential for internalizing language structures (Ellis, 2006) These methods help learners discover the predictable and intelligible patterns within a language, ultimately improving their comprehensibility and social acceptability (Azar, 2006; Richards & Renandya, 2008).
Various methods for teaching grammar have been researched to identify the most effective ways to impart grammatical knowledge to students Widodo (2006) highlighted two primary approaches in second language acquisition: the deductive approach, which involves teaching rules before examples, and the inductive approach, which emphasizes learning rules through exposure to examples.
Deductive teaching is a top-down approach that begins with a clear demonstration of grammar rules at the start of the lesson As noted by Al-Kharrat (2000), this method involves an initial explanation of specific grammar rules, breaking down the language into smaller components Following this, examples and practice in sentence creation are provided, creating a structured learning process.
“PPP-like” (Harmer, 2007, p 203), which means Present, Practice and Produce Morganna (2016) also defined deductive teaching process goes from rules to examples
The deductive approach to language teaching has been shown to have positive effects, as noted in studies by Seliger (1975) and Robinson (1996) Krashen (1983) asserts that explicit grammar instruction allows teachers to effectively explain rules and enable students to practice until they master them (Gorat & Prijiambodo, 2013) This method alleviates the risk of students drawing incorrect conclusions about grammar, fostering greater independence during practice (Eisenstein, 1987) Widodo and Jember (2006) highlight that the deductive approach is time-efficient and caters to students who prefer logical and factual learning Research by Norris and Ortega (2000) indicates that explicit grammar instruction is generally more effective than implicit methods, especially for adult learners needing accurate language production This aligns with earlier findings emphasizing the importance of conscious rule learning in language acquisition (Ellis, 2006; DeKeyser, 1998) However, potential drawbacks include discouragement for young learners, a teacher-centered classroom dynamic, and misconceptions about the learning process.
Teaching grammar inductively focuses on presenting examples first, allowing learners to infer the underlying rules themselves This bottom-up approach encourages students to deduce grammatical structures from contextual illustrations provided by the teacher, helping them understand how smaller components form sentences (Harmer, 2007) Cognitively, the inductive method relies on learners acquiring the language through unconscious exposure, fostering habit formation in the target language (Sik).
The inductive approach to grammar learning, as supported by Felder and Henriques (1995), emphasizes the transition from specific data to general rules without the need for explicit grammar instruction This method encourages active learning, allowing students to develop their own skills and strategies for rule induction (Widodo & Jember, 2006) Research by Herron and Tomasello (1992) indicates that this approach can lead to improved grammar learning outcomes, fostering learner autonomy and enhancing problem-solving and collaboration skills, which contribute to better communicative performance However, the inductive approach can be time-consuming and demanding on teachers, requiring significant preparation and energy (Widodo & Jember, 2006).
The foundation of popular language teaching methods is built on two primary approaches: the deductive grammar-translation method, as identified by Krashen and Seliger (1976), and the inductive methods, which include audio-lingual, direct methods, and total physical response The ongoing debate regarding the effectiveness of deductive approaches, which rely on rules, versus inductive approaches, which utilize examples, has been a significant topic in language education (Hammerly, 1975).
Task-Based Grammar Instruction (TBLT) integrates grammar teaching within meaningful communication by utilizing real-world tasks that require learners to use the target language This approach promotes implicit grammar learning through practice, emphasizing fluency over explicit rule learning Grammar is often taught inductively, with learners gaining exposure to grammatical structures while completing tasks Research indicates that TBLT enhances grammatical accuracy, especially when tasks are designed to target specific grammatical features Studies, such as those by Leow (2001), show that task-based interventions, particularly when combined with corrective feedback, lead to significant improvements in learners' use of grammatical forms.
Communicative Grammar Teaching integrates grammar instruction within communication and interaction contexts, focusing on guiding learners to notice grammatical forms through contextual activities Harmer (2007) emphasizes that effective instruction promotes accuracy and fluency by embedding grammar within communicative tasks, fostering a supportive environment for language experimentation Recent studies, including those by Spada & Lightbown (2008), indicate that this approach enhances learner motivation and flexibility in applying grammatical rules.
The effectiveness of teaching approaches in grammar instruction largely depends on the individual student's style and the specific grammar point being taught (Koran, 1972; Eisenstein, 1987; Brown, 2000) While some students may easily derive rules from examples, others may struggle with this method Ultimately, the success of any approach hinges on the teacher's ability to select and implement the most suitable strategy for their students.
2.1.4 PPP Approach to Grammar Teaching
Numerous studies have explored effective methods for teaching grammatical knowledge to students Thornbury (1999) identifies a key approach known as the deductive method, which starts with an explanation of grammar rules and breaks down language components (Al-Kharrat, 2000) This approach is typically followed by examples and practice in sentence creation, embodying the "PPP-like" structure, which stands for Present, Practice, and Produce (Harmer, 2007, p 203).
In the 1970s and 1980s, the PPP framework, which emphasizes a sequence of Presentation, Practice, and Production, was the dominant approach in grammar teaching (Cullen, 2001) However, this methodology faced criticism from scholars like Krashen (1983) and Prabhu (1987), who argued that language learning should prioritize meaning over form This shift in perspective has sparked an ongoing debate regarding the most effective methods for teaching grammar, particularly the use of deductive versus inductive approaches.
Literature Review on the Flipped Classroom Approach
2.2.1 Definition of the Flipped Classroom Approach
The flipped classroom model, first introduced by Professor Erik Mazur of Harvard University in 1991, emphasized students completing prerequisite readings at home, without the necessity of video lectures, instead utilizing various materials like PowerPoint slides to enhance learning (Nguyen, 2017; Baker, 2000) The incorporation of videos into flipped classrooms emerged in 2006, when Bergmann and Sams began providing recorded lectures for students who were absent, serving as a preparatory and review tool before class (Al-Naabi, 2020; Noroozi et al., 2020).
Flipped instruction transforms traditional learning by assigning lectures as homework and utilizing class time for practical application (Bergman & Sams, 2012) This approach aims to enhance student engagement through collaborative work and personalized support (Bergmann & Sams, 2014) However, definitions of the flipped model may fall short, as they do not encompass its full scope (Bishop & Verleger, 2013) According to Bishop and Verleger, the variety of activities assigned for home study indicates that the flipped classroom represents more than just a rearrangement of tasks; it signifies a comprehensive expansion of the curriculum that resists a singular definition.
The flipped classroom model combines technology with innovative learning environments to create a learner-centered approach that emphasizes interactive activities among students This model, as outlined by Estes et al (2014), consists of three stages: pre-class, in-class, and post-class In the pre-class stage, educators provide students with relevant materials to prepare for discussions, fostering self-assessment and reflection The in-class stage focuses on engaging students in communicative tasks, while the post-class stage allows for review and homework using learning technology, enhancing the overall educational experience.
To enhance student interaction, teachers often assign readings or grammar drills prior to class; however, Nguyen (2017) argues that this approach is ineffective in flipped classrooms, as such tasks limit reflection and hinder knowledge construction Instead, educators should create engaging tasks for students to complete at home and utilize synchronous activities during class time A successful blended learning environment relies on the coherence and consistency of both in-class and online sessions (Ginns and Ellis, 2007) Furthermore, adequate ICT infrastructure and proficiency from both teachers and students are essential for sustaining flipped learning throughout the course (Xuan et al., 2023).
The act of flipping a class can be adjusted according to the learning conditions Different adaptations of Flipped-taught classrooms have been recorded and can be listed below:
The traditional model of flipped classrooms, as highlighted by Johnson et al (2015), involves students watching assigned videos at home prior to attending class This approach emphasizes the importance of completing home tasks to ensure students are well-prepared for quality in-class discussions By shifting traditional classroom activities to the home environment, teachers can utilize class time more effectively for a variety of engaging activities.
The in-class flipped model addresses the challenge of students' reluctance to watch videos at home by allowing them to engage with video content during class time According to Brown (2016), this approach enables students to participate in various activities at independent stations, where they can work at their own pace while the teacher facilitates learning by providing guidance This model not only alleviates the need for teachers to repeat lessons but also encourages accountability among students, reducing the likelihood of incomplete assignments at home (Gonzalez, 2014).
In 2012, Bergmann and Sams incorporated mastery learning and flipped model to facilitate learners’ experience Mastery learning, which was revised by Bloom
(1968), is not a new idea to teachers; however, the employment of this method in a flipped-taught classroom can generate certain positivity (Bergmann & Sams, 2012)
In this course, students receive a clear list of objectives and corresponding online materials to complete at home, facilitating a personalized learning experience (Brown, 2016) After mastering the content through self-paced study, students take in-class assessments to determine their readiness to progress This approach allows learners of varying proficiency levels to advance without being hindered by their peers However, mastery flipped classrooms demand high energy and active engagement from teachers, who must design appropriate activities while monitoring student progress As a result, this model is particularly effective in small class settings.
2.2.3 Advantages of the Flipped Classroom Approach
Traditional teacher-directed instruction often lacks interaction, hindering student engagement and deeper reflection (Bligh, 1998; Herman and Banister, 2007; Noroozi et al., 2020) In response, the flipped classroom approach has gained popularity as a solution to these issues, offering significant advantages in the educational landscape (Motameni, 2018; Roohani & Rad, 2022).
The flipped classroom approach significantly enhances the learning environment by promoting student-centered learning According to Burgan (2006), this method effectively integrates online learning materials with in-class activities, ensuring that all tasks focus on the learners (Bergmann & Sam, 2014) Additionally, the prerequisite learning aspect of this approach supports lower-order cognitive skills, allowing students to familiarize themselves with upcoming content and encouraging them to take a more active and independent role in their educational journey (Prunuske et al., 2012; Noroozi et al., 2020; O’Flaherty).
& Phillips, 2015; Aliye et al., 2018; Demski, 2013; Gannod et al., 2008)
Research indicates that the flipped classroom method significantly enhances communication skills and academic performance by prioritizing purposeful interaction during class time (Ekmekci, 2017; Nguyen, 2017; Yang et al., 2018) It fosters growth in pragmatic competence (Haghighi et al., 2018) and improves vocabulary and grammar comprehension (Kang, 2015) Studies by Goodwin and Miller (2013), Morgan (2014), and Yu and Wang (2016) reveal that students often see increased test scores following the implementation of this method Additionally, Ekmekci (2017) noted improvements in writing performance among Turkish students, while Nguyen (2017) reported advancements in four basic language skills Despite being conducted on a small scale, these studies collectively demonstrate the positive outcomes associated with the flipped classroom approach.
Preparation before class boosts students' confidence and alleviates anxiety during discussions (Homman, 2015; Hsieh et al., 2016; Al-Harbi & Alshumaimeri, 2016) The integration of technology further enhances student motivation and academic performance (Evseeva & Solozhenko, 2015) A study by Sung (2015) on the flipped classroom model revealed that, despite initial challenges, students were eager to continue learning through this approach Additionally, a two-year pilot study by Pence (2016) involving 70 students demonstrated increased satisfaction and performance levels in inverted classrooms, with participants retaining knowledge for up to two years However, these studies have not explored students' perspectives on challenges faced or their views on the technology used in flipped classrooms.
2.2.4 Drawbacks of the Flipped Classroom Model
Practical as it may seem, flipped classrooms may create confusion over the role of teachers as they could be considered coaches or guides (Berman, 2015; Berrett,
2012) According to Nguyen et al (2019b), teachers in flipped classrooms may act as
“monitors, facilitators and guides instead of knowledge providers.” (p 97)
While many learners express positive opinions about new teaching methods, some students remain resistant to these changes (Bishop and Verleger, 2013) Strayer (2012) noted that students in inverted classrooms often faced difficulties adapting to these innovative learning approaches, even with prior guidance on the syllabus and grading criteria Additionally, the integration of technology tools necessitated greater effort from students to effectively address their challenges Consequently, Herreid and Schiller (2013) suggested that those accustomed to traditional learning methods might resist adopting these new strategies.
2.2.5 The effects of the Flipped Classroom Approach on Students’ grammar knowledge
Research indicates that the flipped classroom model can enhance grammar learning outcomes Noroozi et al (2020) found that intermediate students in Iran performed better in grammar when taught in a flipped classroom, although their study was limited to conditional sentences and specific age groups The applicability of these results to high school settings, where curricula are more rigid, remains uncertain Similarly, Al-Harbi and Alshumaimeri (2016) reported that high school students in a flipped classroom outperformed peers in traditional settings, but their findings lacked clarity regarding student proficiency and were affected by a gender imbalance and a brief study duration In Vietnam, Nguyen et al (2019) noted positive student attitudes toward technology in a flipped classroom but did not assess its impact on learning outcomes or proficiency levels Overall, these studies suggest that the flipped classroom approach may effectively address time constraints in traditional grammar instruction.
2.2.6 Attitudes of Students towards the Flipped Classroom Approach
In blended classrooms, students' perceptions of an effective learning environment are closely linked to high-quality learning outcomes (Chandra & Fisher, 2009) Research indicates that students generally hold positive views towards the Flipped Classroom Approach, which seems to engage them more effectively and fosters a greater willingness to collaborate (Strayer, 2012; Hung).
In a study conducted by Strayer (2015), students expressed a strong appreciation for collaborative learning with peers and showed a preference for innovative classroom experiences Additionally, Garrison and Kanuka noted a high level of satisfaction among students regarding novel learning methods.
Flipped Classroom’s Theoretical Framework
The three stages in a PPP grammar class align with Bloom’s taxonomy, a widely recognized framework for categorizing learning outcomes and assessments (Adams, 2015) The updated taxonomy features six cognitive domains that range from lower to higher levels: Remember, Understand, Apply, Analyze, Evaluate, and Create (Wilson, 2001) These stages can be visually represented in a figure that illustrates six distinct groups of thinking.
The Presentation and Practice stages of the PPP model focus on familiarizing students with new knowledge and enhancing working memory, aligning with the lower levels of Bloom's taxonomy: Remember and Understand In contrast, the Production stage requires students to actively use the language, engaging with higher cognitive levels such as Application, Analysis, and Evaluation This structure complements the flipped classroom approach, where initial learning occurs as homework, allowing for more in-class time dedicated to higher-order thinking skills (HOTS) like Problem-solving, Decision-making, Critical thinking, and Creative thinking By shifting lower-level tasks to homework, educators can effectively address time constraints for higher learning, thereby enhancing overall learning outcomes and promoting HOTS, which are essential for effective learning.
Research indicates that the Flipped Classroom Approach can enhance students' grammar knowledge, leading to improved academic performance and positive learner attitudes However, existing studies primarily target college students or those in language centers focusing on specific skills like Writing, Listening, or Translation This highlights the need for further investigation into the effectiveness of the Flipped Classroom method specifically within high school settings, concentrating solely on grammar instruction.
In the context of Vietnamese EFL, research on this area is limited, particularly regarding the implementation of this method in public high schools with large class sizes Furthermore, there is a notable gap in understanding students' attitudes toward this alternative learning approach.
This study aims to explore the effects of combining the flipped classroom approach with the PPP model for high school students, addressing existing research gaps The findings may help alleviate in-class time shortages and encourage teachers to integrate technology into grammar instruction.
METHODOLOGY
Research Design
This research utilized a quasi-experimental design, integrating both quantitative and qualitative data, to assess the impact of the Flipped Classroom Approach on students’ grammar knowledge The design was chosen due to the uncontrollable factors affecting outcomes in non-randomly assigned groups A pretest was administered to measure participants' attributes before the treatment, followed by a posttest to evaluate their performance afterward These quantitative assessments allowed for a comparison of scores and identification of improvements in grammar performance linked to the Flipped Classroom Approach Additionally, semi-structured interviews with eight key questions were conducted at the end of the course to gain insights into students’ experiences within the grammar-flipped classroom, further enriching the understanding of the approach's effectiveness.
“the exploration of perceptions and opinions of respondents regarding complex issues” (Barriball & While, 1994, p 330)
The study was conducted over the summer, lasting 10 weeks with a focus on grammar, to prevent maturation and enhance internal validity Both groups received equal in-class instruction of 40 minutes per lesson, taught by the same teacher to minimize differences The course structure is detailed in the accompanying table, with specific procedures and treatments for each group outlined in Appendix 6.
Table 3.1 Process of conducting the study during a 10-week course
Week Content Control group Experimental group
1 Present tense contrast Activities at home Activities within
• Dynamic, stative, and linking verbs
• Present simple and Present continuous
• Students reviewed the lessons and completed homework
• Students submitted homework to the teacher
• Teacher recorded students’ progress in completing homework
• Students received feedback and corrected part of the homework
• Students received explicit grammar instructions, completed drills, and corrected exercise in class online session:
• Students watched videos and completed required tasks (giving short answers, matching, quizzes, mind maps, )
• Data about students’ completion of online sessions was recorded
• Presentation and receiving feedback from the teacher
6 Present Perfect simple and continuous
Students joined the semi-structured interview after the flipped classrooms.
Pedagogic Setting, Sampling Procedure and Participants
A public school in District 7, Ho Chi Minh City, conducted a study emphasizing innovative teaching methods in English education The school promotes the enhancement of students' language communication skills and aims to improve their performance in national exams Each classroom is equipped with modern technology, including projectors and speakers, to facilitate effective teaching.
During the 2022-2023 school year, the institution offered 44 classes for students from grade 6 to grade 12, with a strong emphasis on early English exposure due to significant parental investment While students demonstrated decent communicative skills, their grammar performance remained average In grade 10, five classes engaged in English studies for three periods each week, adhering closely to the Ministry's syllabus, which allocated two periods for grammar instruction and an additional six periods for practical application within each unit.
Purposive sampling was used to select participants based on specific research criteria, which allows the researcher to choose a small sample (Miles & Huberman,
In 1994, a study was organized with the permission of parents and the headmaster, involving two classes of 88 students based on their previous year's English average scores (Palinkas et al., 2015) After explaining the experiment, only 48 students participated in the summer course, leading to the formation of two groups: a control group (CG) of 24 students receiving traditional grammar lessons and an experimental group (EG) of 24 students utilizing prerequisite videos and online tasks The pre-test results, analyzed using an independent samples T-test, indicated that both groups had relatively equivalent grammar competencies, making them suitable for the research sample.
The study focused on 48 tenth graders from two classes at a public high school during the 2023-2024 academic year Participants, aged 15, had a minimum of 7 years of English learning experience and were at a pre-intermediate level after completing grade 10 Familiar with technology and the LMS system due to online learning during the COVID-19 pandemic, none had prior exposure to the flipped classroom approach Tenth graders were selected for this study as they were not under the pressure of entrance exams, allowing them more time and willingness to participate in the summer course Additionally, the researcher, who taught grade 10, had established good connections with the students, enhancing the understanding of their learning styles and benefiting the research process.
Research Instruments
In this study, a pre-test, post-test, and an interview with eight key questions were utilized to assess students' grammar competencies The pre-test, comprising 40 questions, evaluated students' understanding of 10 essential grammar points derived from Units 1 to 4 of the "Friends Global 11" textbook, published by Vietnam Education Publishing House, which is the primary resource for grade 11 English at the school in question These grammar points were integral to the course content and aligned with the learning outcomes set forth in the 2018 General Education English Curriculum, designed to ensure high school students achieve a proficient level in English.
According to Vietnam's 6-Level Foreign Language Proficiency Framework, students completing grade 10 are expected to achieve a pre-intermediate level, specifically Level B1 in the CEFR Over the next two years, these students should aim to reach Level 3 (B1) Consequently, the test questions were adapted from "Grammar for PET" by Hashemi and Thomas.
2006) at the B1 level, published by the University of Cambridge (2006)
A pilot study involving 20 grade 10 students was conducted to assess the reliability of the pre-test, ensuring that participants shared similar characteristics with those in the main study The reliability of the test items was evaluated using Cronbach’s alpha in SPSS Statistics.
20 The result is shown in Table 3.2, with reliability coefficient was measured as 0,723
- an acceptable value for items’ reliability
Table 3.2 Reliability Statistics of the pre-test
Cronbach's Alpha Based on Standardized Items N of Items
The researcher and two peer teachers from the high school collaboratively reviewed the test items By utilizing multiple-choice questions that concentrated solely on ten specific grammar points taught during the course, the study ensured content-related validity, which is defined as the extent to which the test items accurately represent the intended construct domain (Johnson & Christensen).
In 2017, it was emphasized that face validity refers to how well a test seems to measure the knowledge or abilities it purports to assess (Devies et al., 1999) This type of validity is rooted in intuitive judgments and was ensured in this study by exclusively including grammar questions.
The post-test conducted at the end of the course allowed for a comparison of students' grammar performance, highlighting any progress made To evaluate the effectiveness of the flipped classroom method versus traditional teaching, the post-test included identical items to the pre-test, with the order of questions rearranged.
Semi-structured interviews were conducted to investigate students' attitudes following their experience with the flipped classroom approach This method enabled the researcher to gather authentic and detailed insights from participants (Blair et al., 1986) At the conclusion of the course, five out of twenty-four students from the experimental group were purposefully selected for interviews, which included eight predetermined questions (refer to Appendix 3) aimed at exploring their attitudes toward the learning experience These questions, adapted in part from Do (2022), addressed participants’ overall feelings, perceived benefits and drawbacks of the flipped classroom, opinions on the platform used, learning motivation, and suggestions for improving the learning experience The interviews were conducted in Vietnamese, and the transcripts were subsequently translated into English.
The study involved five students, referred to as Student 1 through Student 5, who participated in 20-minute interviews to discuss their experiences with the flipped classroom approach.
Teaching Model
In the study, the experimental group utilized a traditional flipped classroom approach, where students completed assigned videos and tasks at home before in-person meetings The researcher created short video clips, each lasting up to 10 minutes, incorporating embedded practices such as quizzes and mini-tests to maintain student engagement Conversely, the control group received instruction through conventional classroom methods, featuring teacher-led drills and activities.
The teaching process for both groups utilized the PPP model, which is effective for students with English proficiency up to B1 levels (Anderson, 2016) and has been shown to outperform other implicit instruction methods (Spada & Tomita, 2010) This model aligns with learners' expectations of skill acquisition, incorporating demonstrations before practice and culminating in communicative activities (Burgess & Etherington, 2002) Hellstrom (2015) found that the PPP method positively impacted grammar competence, and Le (2011) noted that many teachers and students in Vietnam are familiar with this model, recognizing its advantages for exam-oriented teaching Consequently, this research implemented the PPP model for both control and experimental groups, ensuring consistency in online and offline class delivery through structured steps.
Table 3.3 Stages to teach grammar in the control and experimental group
Stage Control group Experimental group Stage 1: Presentation stage:
Getting students familiar with forms or structures via using natural and authentic contexts
The teacher presented grammar point directly in class
The teacher assigned videos as home task to students
Organizing controlled practices for students to practice the forms
The teacher assigned drills and controlled practice to students
Exercises were corrected in class
The teacher assigned drills as online homework Students completed and received feedback at home
Providing freer practice for students to create their own language products using required grammar points
Organized in class by the teacher if time allowed
Organized in class by the teacher, in the form of communicative activities.
Ethical Considerations
This research prioritizes ethical considerations by ensuring the anonymity of participants, obtaining consent from student participants, and securing permission from the surveyed school Researchers are committed to safeguarding the confidentiality of both the participants and the data collected.
To ensure participants felt comfortable sharing their views, the study assigned unique codes to each student, maintaining confidentiality throughout the research For instance, students in the Control Group were labeled with codes like C1, while those in the Experimental Group received designations such as E1 This coding system was consistently used until the conclusion of the study.
The research obtained permission from the school headmaster by submitting a consent form that outlined the study's purpose, topic, methods, and timeline Students were provided with comprehensive information about the research to ensure they understood the purpose and procedures involved Additionally, a consent form for participation was sent to parents to secure their approval The study also followed strict plagiarism guidelines, ensuring that all data and information from previous studies were properly cited in accordance with APA 7th Edition standards.
Data Collection
The 12-week experiment, conducted in July, focused exclusively on grammar instruction without incorporating other skills Data collection was performed at both the beginning and the conclusion of the experiment, following specific procedures to maintain consistency and accuracy.
Before data collection began, participants received a consent form outlining the study's purpose and confidentiality measures During the first week of the experiment, 48 students from two classes completed a 60-minute test, with their correct answers recorded as the initial quantitative data Following the test, participants engaged in a ten-week course.
In the study, the control group engaged in grammar lessons in a traditional classroom setting, employing the PPP (Presentation, Practice, Production) approach Over a 40-minute session, students revisited previous lessons, received teacher explanations, and participated in controlled practice Although communicative activities were scheduled for weeks 1, 7, and 10, students received minimal feedback on their performance due to time limitations.
Participants in the experimental group were required to watch grammar explanation videos and complete tasks on the K12Online platform before attending face-to-face classes The teacher closely monitored students' progress through K12Online to ensure adherence to the virtual lessons During the 40-minute direct class, students engaged in group discussions to review grammar points and participated in communication practice activities The table below details the time allocation for each section across two classes.
Table 3.5 The distribution of time in two groups
Warm-up activity 5 minutes Warm-up activity 5 minutes
15 minutes Q&A time on videos and group discussion
Practice – grammatical drills and practices
10 minutes Guided and communicative practice on grammar points
After 10 weeks studying, participants from two groups proceeded to take a post- test The results were noted carefully and were recorded together with the previous pre- test scores to make any comparisons if necessary
In week 12, direct interviews were conducted with participants who were informed and consented to the recording process The interviews, held in Vietnamese, involved individuals from the experimental groups responding to eight main questions posed by the researcher, along with additional questions to further explore their attitudes and viewpoints To ensure confidentiality, recorded responses were stored in separate files labeled with codes Analysis of the findings occurred in the subsequent weeks.
Data Analysis
There were two types of data in this research: (1) the scores of the pre-test and post-test, and (2) the responses from the interview
The quantitative data was analyzed with SPSS version 20 to assess statistically significant changes in participants' grammar knowledge throughout the study Initially, Cronbach Alpha was used to evaluate the internal reliability of both the pre-test and post-test Subsequently, the normality assumption for pretest and posttest scores was verified using the Shapiro-Wilk test before proceeding with any inferential statistical analyses.
Table 3.6 Normal distribution of pre-test scores and post-test scores Test Group Shapiro-Wilk p-value
Pre-test Control group 0,376 p>0,05 not significant, indicating normal distribution
Experimental group 0,164 Post-test Control group 0,311
The pretest and posttest scores were normally distributed (p > 0.05), allowing for the application of parametric tests Independent samples T-tests were conducted to assess the statistical differences in scores between the two groups during the pre-test and post-test, thereby evaluating the treatment's impact on students' performance.
In addition, students’ progress was analyzed through the Paired samples T-tests in which any significant changes in the grammar performance within a group were analyzed
The qualitative data was analyzed using Thematic Analysis with a deductive approach, focusing on responses to eight interview questions Five preconceived themes emerged from the interviewees' answers The analysis followed a five-step procedure: first, the researcher transcribed the responses into English and familiarized herself with the data by reading it multiple times, noting significant information Next, key statements were identified to extract keywords, which were then generalized into codes, allowing for a more manageable analysis of the data.
The codes were organized into broader themes, eliminating vague and irrelevant ones Subsequently, these themes were carefully reviewed to retain only the most relevant and precise for the study Since no new themes emerged from the students' responses, the final themes were established and interpreted to extract valuable insights from the data.
RESULTS AND DISCUSSION
Quantitative Statistics
Research Question 1: What are the effects of flipped classrooms on the grammar knowledge of high school students?
The analysis of pre-test and post-test scores aimed to evaluate the impact of the flipped classroom approach on high school students' grammar knowledge The results indicated that the experimental group (EG) had a marginally higher mean score (M = 0.833) compared to the control group (CG) Additionally, the EG demonstrated greater homogeneity with a standard deviation of 4.98, whereas the CG had a standard deviation of 5.5 Despite these differences, the findings revealed no statistically significant difference in scores between the two groups (sig (2-tailed) p).
The Independent samples T-test results for the Pre-test indicate that the grammar competencies of both groups were relatively equivalent prior to the experiment (p = 0.965 > 0.05) Consequently, any differences observed in the post-test results can be attributed to the treatment applied during the study.
Table 4.1 Results of the Pre-test for two groups
Group N Minimum Maximum Mean Std
After 8 weeks of participating in the course, students in two groups took a post- test Their results were recorded and compared, using an independent samples T-test (Appendix 11) As demonstrated in Table 4.2, the post-test results revealed differences in the performance of the two groups The means of marks of EG (M(,25, SD=5,31) were reported to be higher than that of CG (M%,13, SD=3,98) in the post-test There was a significant difference in the post-test grammar performance of students in CG (M%,13) and EG (M(,25) (sig (2-tailed) p=0,026 < 0,05) In addition, while control group witnessed relatively small increase in the means score before and after the experiment, that of the experimental group was greater This implies that students in EG, after studying in flipped classrooms, showed more significant improvement in their grammar knowledge based on the scores, compared to their peers in CG
Table 4.2 Results of the Post-test for two groups
Group N Minimum Maximum Mean Std
A paired samples T-test was conducted to evaluate the progress of students who received treatment versus those who did not, aiming to identify significant changes within each group throughout the experiment (Appendix 12) As indicated in Table 4.3, the results revealed no statistically significant differences between the pre-test and post-test outcomes.
The analysis revealed that the control group (CG) showed no significant improvement post-course (p = 0.883), indicating minimal change in student performance Conversely, the experimental group (EG) demonstrated a statistically significant difference in test results, with a p-value of 0.003, highlighting the effectiveness of the course.
Table 4.3 A comparison of the results in pre-test and post-test of both groups
The analysis indicates that students in flipped-taught classrooms significantly outperformed their peers in traditional instruction regarding grammar retention Despite starting with similar grammar proficiency levels, participants in the experimental group demonstrated notably greater improvement, leading to more satisfactory results This finding confirms that the flipped classroom approach positively impacts grammar performance after a 10-week course.
Qualitative Statistics: Interview Data Analysis
Research Question 2: What are students’ attitudes toward flipped-taught classrooms?
This study investigates student attitudes towards the flipped classroom experience by analyzing interview data, revealing five key themes: general opinions, the advantages and disadvantages of the flipped approach, feedback on online platforms and materials, and insights into learner motivation.
4.2.1 Students’ general opinions about the flipped learning experience
The feedback from students regarding their experience in the flipped classroom model was varied Many described it as "less boring," "funnier," and "more engaging" due to the numerous communicative activities compared to traditional classrooms They appreciated the opportunity to study with videos beforehand, which allowed for better preparation through vivid visuals and practical exercises However, one student expressed discomfort with this unfamiliar approach and preferred the conventional learning method.
Excerpt 1: Flipped classrooms are more positive than traditional classrooms
The flipped classroom model offers a more engaging and effective learning experience compared to traditional classrooms, particularly in grammar instruction Students appreciate the innovative use of class time, which enhances their overall enjoyment and understanding of the material.
I found the new online learning approach unfamiliar and struggled to adapt to it Overall, I still preferred traditional learning methods, as I often lost motivation when engaging in online activities.
4.2.2 Satisfactory Aspects of the Flipped-taught Classroom
The second theme highlighted the positive experiences of learning grammar in flipped classrooms, where students noted significant time savings on listening to instructions and taking notes This approach allowed them to dedicate more time to engaging in communicative activities during class.
Excerpt 3: Flipped classroom saves students’ time and encourages communication
Watching videos and taking notes at home allowed me to optimize my class time, focusing more on listening to instructions and absorbing information This approach enabled me to dedicate additional time to practicing grammar and effectively applying it during in-class communication tasks.
There was more time for practice in flipped classrooms and the amount of time for interaction has increased significantly (Student 4)
Flipped classrooms enhance learning flexibility, enabling students to study anytime and anywhere This approach allows learners to progress at their own pace and reflect on lessons without disrupting their classmates.
With the flexibility of online learning, I could engage with videos and complete assigned tasks whenever I wanted, requiring only a laptop and internet access This allowed me to study from various locations, such as home, a café, or even while waiting for my dad after school Additionally, I had ample time to reflect on the lessons and identify any concepts I found challenging, enabling me to ask questions later for better understanding.
Students' autonomy significantly improves throughout the learning process, as they are required to be self-disciplined and take responsibility for understanding the lessons All interviewed students demonstrated a clear awareness of their obligations to complete prerequisite videos and tasks in preparation for class.
Excerpt 5: Students’ activeness in learning process
The flipped classroom experience was engaging and empowering, allowing me to take charge of my own learning I learned to manage my tasks and allocate time effectively without relying on parental reminders Additionally, I focused on understanding the lessons thoroughly, noting any difficulties to address later.
4.2.3 Students’ Opinions about Learning Platform and Online Materials
Students expressed positive opinions about learning platforms and online materials, highlighting their convenience and ease of access Their familiarity with the platform contributed to their overall helpful experience, as demonstrated in Excerpt 9.
Excerpt 9: The usefulness of K12online and quizzes
K12 was a familiar platform which I had been using for a long time, so it was relatively easy for me to use” (Student 3)
Some students have reported technical issues with the website and app, experiencing problems such as the inability to load videos or access tasks, and unexpected logouts during video playback.
The instability of Internet connections also contributed to these problems
Students from the EG expressed mixed feelings about their experience, acknowledging several benefits of the flipped classroom approach, such as time-saving, learning flexibility, increased autonomy, and familiarity with the platform However, they also faced challenges, including technical errors and limited interaction Ultimately, this method appeared to enhance learners' intrinsic motivation to complete tasks at home, as they recognized the importance of preparation before attending class.
Discussions
4.3.1 The effects of the Flipped Classroom Approach on Students’
This study reveals that the flipped classroom method significantly enhances grammar performance, as evidenced by pre-test and post-test results from the experimental groups This aligns with previous research showing improved grammar outcomes in flipped-taught settings (Warden, 2016; Al-Harbi & Alshumaimeri, 2016; Lee & Wallace, 2018; Noroozi et al., 2020) Furthermore, the findings indicate that the flipped classroom approach is applicable not only to grammar but also to other language skills, including translation (Nga & Thu, 2022), listening (Kien & Hong, 2022), speaking (Huong & Hung, 2023), and writing (Nguyen et al., 2019) The research underscores the importance of implementing flipped grammar classrooms in high schools, supporting Havwini's (2019) conclusion that students achieve better results in this innovative learning environment compared to traditional classrooms.
This study confirms the positive impact of the flipped classroom approach on students' grammar performance, addressing the time constraints often found in traditional classrooms that prioritize forms and drills (Viet, 2014; Ho & Binh, 2014) In contrast to traditional methods, where communicative tasks are limited (Le, 2011; Viet, 2014), the flipped classroom allows for ample time for discussion and interactive activities, aligning with Garrison and Kanuka's (2004) assertion that technology integration alleviates time shortages The effectiveness of this approach is evident as students engage in applying learned grammar and receive feedback, thereby enhancing their communicative skills, a finding supported by Al-Harbi and Alshumaimeri (2014) and Jones et al (2013) Furthermore, the study emphasizes the flipped classroom's advantage in providing more time for the production stage of learning, allowing for higher-order thinking tasks within Bloom’s taxonomy when combined with the PPP model, as opposed to the low-order activities typical in traditional settings (Le, 2011).
Flipped classrooms enhance student engagement by dedicating class time to discussions, interactions, and communicative activities, fostering the acquisition of new knowledge (Berrett, 2012; Nuon and Champakaew, 2017) These varied activities not only promote the practical use of grammar in conversation but also cultivate a fun and stimulating learning environment.
Research by Thaichay and Sitthitukul (2016) and Nguyen et al (2019) highlights that flipped classrooms create optimal learning environments for grammar practice Additionally, quizzes available on apps and websites serve to reinforce and review students' understanding Ekmekci (2017) emphasizes that the incorporation of technology in flipped classrooms not only saves students' time but also significantly improves their grammar learning, as watching instructional videos prepares them for upcoming lessons.
In conclusion, this research highlights that the flipped classroom approach positively impacts grammar performance among adult learners in a Vietnamese public high school By moving the Presentation and Practice stages outside the classroom, the focus shifted to the Production stage during in-class time These findings suggest that students can effectively learn grammar through home drills, allowing class time to be dedicated to communicative tasks that enhance their productive skills.
4.3.2 Students’ Attitudes Toward the Experience
This study revealed mixed student attitudes toward the flipped classroom approach, with many students expressing enjoyment and a more positive learning experience, consistent with findings from Havwini and Wu (2019) and Al-Naabi (2020) The integration of videos and interactive activities fostered a supportive classroom environment that encouraged preparation and language practice among peers However, some students showed reluctance towards this method, favoring traditional teaching styles and feeling disengaged in blended classrooms, echoing the sentiments noted by Havwini and Wu.
(2019), who also reported that a few students preferred conventional teacher-led lessons
Students recognize the advantages of flipped learning, such as increased in-class time for interactive activities, greater flexibility, and enhanced autonomy By engaging with grammar videos before class, they can dedicate more time to practicing grammar through authentic tasks, aligning with Herreid and Schiller's (2013) findings that shifting lectures online allows for more practice in class This method not only offers convenience, allowing students to study anytime and anywhere, but also promotes individual learning styles, as noted by Khodabandeh (2020) Consequently, students take on greater responsibility for their learning, a trend supported by Hamdan et al (2013), who found that flipped learning boosts student engagement Additionally, Saidah (2019) highlighted that participants became more independent and actively participated in discussions, further emphasizing the benefits of this approach.
The flipped classroom approach has transformed the traditional learning environment by eliminating passive student roles, enhancing interaction between students and teachers, and fostering a student-centered classroom This shift has been corroborated by multiple studies, including those by Herreid and Schiller (2013), Jeong and Seo (2015), Saidah (2019), Havwini and Wu (2019), and Abdullah et al (2019) A key finding from student feedback highlighted the ease of access to the learning platform, which significantly aids in the learning process Additionally, the research addressed the issue of lengthy videos, as noted by Al-Naabi (2020), by segmenting uploaded content into manageable chunks.
This research highlights the positive impacts of the flipped classroom approach on students' grammar knowledge and attitudes, revealing a significant improvement after eight weeks compared to traditional classrooms While most participants expressed favorable opinions, a few encountered challenges with technology and concentration Overall, the flipped classroom model enhances academic performance and provides more opportunities for grammar practice and production.