Luận văn using the flipped classroom model as a vocabulary teaching aid for the new ‘tiếng anh 11’ to enhance efl learning of students at a high school in ha noi

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ---sofics--- KIEU THI THU THUY USING TILE FLIPPED CLASSROOM MODEL

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

-sofics -

KIEU THI THU THUY

USING TILE FLIPPED CLASSROOM MODEL AS A VOCABULARY TEACHING AID FOR THE NEW ‘TIENG ANH 11’ TO ENHANCE EFL LEARNING OF STUDENTS AT A HIGH SCHOOL IN HA NOL

(Sử dụng mô hình lớp học đão ngược làm công cụ hỗ trợ việc giảng đạy tử vựng cho

sách giáo khoa “Tiếng Anh 11” chương trình thí diễm nhằm nâng cao hiệu quả học

tập ngoại ngĩt của học sinh tại một tường THPT ở Hà Nội)

A MINOR PROGRAMME THESIS

: English Teaching Methodalogy : 8140231.01

Field Code

Hanoi, 2020

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

-sofics -

KIEU THI THU THUY

USING THE FLIPPED CLASSROOM MODEL AS A VOCABULARY TEACIING AID FOR TIE NEW ‘TIENG ANII 11’ TO ENITANCE

EFL LEARNING OF STUDENTS AT A HIGH SCHOOL IN HA NOI

(Sử dụng mô hình lớn học đảo ngược làm công cụ hỗ trợ việc giảng dạy từ vựng cho sách giản khoa “Tiếng Anh 11” chương trình thí diễm nhằm nâng cao hiệu quả học

tập ngoại ngữ của học sinh tại một trường THPT ở Hà Nội)

M.A MINOR PROGRAMME THESIS

Field : English Teaching Methodology

Code : 8140231.01

Supervisor: Prof Dr Hoang Vin Vân

Hanoi, 2020

DECLARATION

T, the undersigned, declare that this thesis is the resulls of my own

research and has not been submitted to any other university or institution

partially ox wholly Except whore the reforence is indicated, no other person’s

work has been used without duc acknowledgement in text of the thesis

Student

Kiểu Thị Thu Thủy

In my capacity as supervisor of the candidate’s thesis, i certify that the

above slatements are true to the best of my knowledge

Supervisor

Prof Dr Hoang Van Van

ACKNOWLEDGEMENTS

Furst of all, the researcher would like to express her gratitude to the

Dean, the Vice Dean and all staffs of the Faculty of Postgraduate Department

for their priceless wisdom, encouragement, help and kindness during her

study and writing this thesis

In the second place, she wishes to extend her great honor and deepest

gralilude to her adviser, Prof Dr Hoang Van Van, for his invaluable

guidance, correction, facilitation and encouragement in the writing of this

thesis

Her special thanks also are forwarded to Mr Khuat Dang Khoa, the

Headmaster of the High School where she is working, who had permitted her

to conduct this research in his school Iler thanks are presented to all the

English teachers of the school’s English group for their help and advice

during the implementation of the research And then, her great thanks are

extended lo students of class 11A4 (school year: 2017-2018) for their

cooperation during the time the research was conducted

Finally, she would like to thank her family, her friends for their spirit,

oncouragement and their support Without thom this thesis couldn’t be

accomplished

ABSTRACT

To master all four language skills, vocabulary is very essential to

successful communication Understanding this need and the problems that

learners face during learning English, this action research was conducted with

the aim al improving students’ English language learning through Flipped

Classroom Model technique to the cleventh graders at a high school in Ha Noi

in the academic year of 2017-2018 and investigating their attitudes toward

this technique Fony three paruicipanis were involved im the rescarch during

16 weeks of the second term ‘Ihe present study was concemed with using

Tipped Classroom techniques as a vocabulary teaching aid by administering

pre-test, post-test and questionnaire as the rescarch instruments The results

showed that students’ achievements in all four language skills were higher

after the intervention Although the general achievement was not so

impressive, it however indicates that Flipped Classroom Model is still an

effective learnmg method and worth applymg in English language teaching

and learning Besides, most of the students showed their agreement on the use

of Flipped Model as it helped them to be more motivated, active, and engaged

in learning It also created a friendly leaming environment where students felt

more confident, cooperative and responsible during learning process In

general, Flipped Classroom Model improved students’ outcomes

academivally, socially and psychologically

1H

CHAPTER 1: LITERATURE REVIEW

1.1, Definition of key tenus

1.1.1 Vocabulary and Vocabulary Teaching

1.1.2 Vocabulary and integrated four language skills

CHAPTER 3: THE PRESENTATION OF THE FINDING:

3.1, Data Tabulation and Description HH thung nen al

3.2.1 Findings Related to Research Question One:

3.2.2 Findings Related to Research Question Twa

3.3.1 Achievement «scenes stesieetsimssnnessisoneeneersnetnseuineentenenee seen

LIST OF TABLES

‘Yable 2 Tabulation of data showing the subjects’ scores through FC model 41 Table 3 Students’ responses to the twa ‘open-ended’ questions 4 Table 4 Summary of the research finding showing the mean score from pre-test and ost-test of four language skÙls 4

vil

LIST OF FIGURES

Figue 1: Comparison of traditional classroom and flipped classroom, 10 Figwee 2 Synthesis of the models and theories associated with flipped learning 14 Figure 3 Synthesis of learning processes in flipped learning 15

Higure 5 Phe students” progress in each language skills through 'C model 4

Figure 6 The progressing of grand mean in students’ achievement thanks to application of FC model 46

vii

PART A: INTRODUCTION

In this chapter, the background to the problem and the reason for

choosing the topic are mentioned As a result, the novessity of delivering the

research as well as the importance of the application of FC Model as a

vocabulary tcaching aid in improving students’ language learning is revealed The aims and the significances of the study arc alsa stated The final section

will present the scope of the study which shows the number of participants,

the time of the mtervention and Lhe design of the research

1 Rationale

English has become the compulsory subject in the educational

curriculum in Victnam In implementing the Prime Ministcr’s 2008 Decision

No 1400/QH-I'T' about the National Foreign Language 2020 project, the

Vietnamese Ministry of Education and Training started to design the new

curriculum and new Knglish textbook series from primary ta upper secondary

school with an aim to ‘form and develop English language communication

competence’

‘The new series of English textbooks for upper secondary school is

being used for pilot teaching in most upper secondary school together with the

old lextbooks in the fi

For the research topic, I have come up with this topic since I taught the

new ‘Tiéng Anh 10’ to throe classes of grado-10 students last year The scries

of the piloted textbooks for Hnglish subject are very helpful with real-life

topics They provide students with various sources of vocabulary Vocabulary

learming is an important and indispensable parl of any language leaming

process Second or foreign language vocabulary acquisition has been an

increasingly interesting topic of discussion for researchers, teachers,

curriculum designers, theorists and others involved in soeond/lorcign

language learning

In fact, sccond/forcign language learners often cite lack of adequale

vocabulary as onc of the mast common obstacles to performanees in forcign

language classes However, with 45 minutes per lesson, it is challenging for

an English teacher to cover all the vocabulary items related to the relevant

topics in the series of the newly-piloted textbooks “Tieng Anh 10”, “Tieng

Anh 11” and “Tieng Anh 12 Due to the limited time for a lesson, the teacher has to choose five to scven words to teach and explain to the students This

causes a leaming problem for the students’ English language learning 'To

help them address the problem, the flipped classroom approach (IC) is tried

as a vocabulary teaching aid for the new “Tiéng Anh 11’ to promote my

students’ English language learning

2 Significance of the Study

‘Theoretically, this thesis is a small contribution to the theory of ELT on the

impacts of flipped classroom in vocabulary teaching in LI'L classrooms

Praclieally, this sludy is [irstly expected to be an allumative way ta oxpose the

students to more student-centered English lessons, and secondly to help them

eohance thei English language leaming motivation

3 Aim of the Study

The aim of this research is to add to the body of knowledge and help

provide data to invesligaic how well students lear English through the piloted textbook “liéng Anh 11’ by using the flipped classroom model as a

vocabulary teaching and learning aid

4 Research questions

‘To fulfill the aim, the study raises two questions for exploration

* Question 1: To what extent does Lhe integration of the FC model as a

vocabulary teaching aid for “Tiéng Anh 11° affect students’ Knglish

language learning?

* Question 2: What are the students’ attitudes toward the integration of

FC model [or English language learning?

5 Scope of the Study

* This minor thesis attempts to investigate the impacts of the FC model

as a vocabulary teaching aid for the new ‘Tiéng Anh 11’ on students’

English language learning and their attitudes toward the integration off

the FC model for EFI learning

* The subjects of the study include 43 students from a grado-11 class at a

high school on the outskirts of Hanoi

* ‘The study limits its scope to vocabulary teaching aid for the new “ liếng, Anh 11° by using FC model to improve students’ English language

learning becausc investigating all kinds of vocabulary tcaching

activities are such broad topics that they cannot be wholly discussed within the framework of this paper

* In terms of English vocabulary learning, the scope of this research is

confined 10 the tcaching-Icaming of the following topics in the

textbook due to time constraint

- Global warming (Unil 6)

- Further Education (Unit 7)

- World Heritage Sites (Unit 8)

~_ Ơities of the Future (Unit 9)

- Healthy Lifestyle and Longevity (Unit 10)

6 Design of the study

‘This study is divided into three parts

PART A: THE INTRODUCTION - presents the rationale for the

study, the aims lo which the sludy is conducted, the research questions, the

scope, the significance of the study, the research methed and the design of the

sludy

PART RB: THE DEVELOPMENT consists of three chapters

Chapter I: Literature Review - provides the definitions of some key

lerms, and the previous rescarch related to the study as well as the gaps in the

field which inspire the writer to conduct the research

Chapter Il: Methodology - describes the research method, the

participants, the textbook, and the method to collect and analyze the data

Chapter [1l: The presentation of the findings - presents the data

tabulation and description, data analysis and discussion of the findings

PART C: CONCLUSION - briefly summarizes the study, besides,

some limitations of the study and recommendations for further research are

also proposed

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

This chapter presents the dolinitions of sume key torms which are used

in the research Significantly, an overview of previous studies about the

implementation of FC Model is provided Some space is also devoled to the

discussion of the clements and advantages when applying FC Model in

teaching Finally, the strategy of conducting FC Model which is used in this

rescarch will be presented

1.1 Definition of key terms

L114 Vocabulary and Vocabulary Teaching

According to Kamil and Hichert (2005), vocabulary is knowledge of words and words meaning in both oral and print language and in productive

and receptive forms Teaching language cannot be separated with teaching

vocabulary Vocabulary is considered as an important component in English

language teaching and learning According to ‘thornbury (2002), vocabulary

is a crucial aspect in leaming a language as languages are based on words

While Walters (2004) states that it is practically difficult to take in a language

without words, even correspondence between individual depends on words

Both teachers and students agroc thal ubiaining of the vovabulary is of Local

calculated educating a language

Vocabulary is central to English language teaching because without

sufficiont vocabulary students carmot understand others or express their awn

ideas Lewis (1993) went further to argue, “lexis is the core or heart of

language” (p 89) Particularly as students develop greator fluency and expression in Knglish, it is significant for them to acquire more productive

vocabulary knowledge and to develop their own personal vocabulary leaming

strategies Sludents often instinctively recognize the importance of vocabulary

to their language learning, ‘leaching vocabulary helps students understand and

communicate with others in English The concept of a word can be defined in

various ways, but threo signilicant aspocis tcachers need lo be aware of and

focus on are form, meaning, and use According to Nation (2001), the form of

a word involves its pronunciation (spoken form), spelling (written form), and

any word parts that make up this particular item (such as a protix, root, and

suffix) Nation (2001) stated that meaning encompasses the way that form and

meaning work together, in olher words, the concept and what items it refers

to, and the associations that come to mind when people think about a specific

word or expression Use, Nation noted, involves the grammatical functions of

the word or phrase, collocations that normally go with it, and finally any constraints on its use, in terms of frequency, level, and so forth Ker form,

meaning, and use, Nation (2001) declared there is both a receptive and

productive dimension, so knowing these three aspects for each word or phrase

actually mvolves 18 different types of lexical knowledge When teachers

teach vocabulary lo build students’ knowledge of words and phrases, helping

them leam any and all of these different components assists them in

enhancing their English vocabulary knowledge and use in all language skills

such as reading, wriling, speaking and lisming,

‘Teaching vocabulary is more effective by putting the word of

vocabulary in conlext and indicating the use and function than deliver the

definition of vocabulary in dictionary

In teaching vocabulary, the teacher as the class specialist is ought to

know the principles m doing il so thal the sludents will gel the purpose off learning ‘The principles, as Linse (2006) claims, are as the following

emphasize direct and indirect teaching, teach vocabulary words before a new

aclivily, teach students how to use context clues appropriately, present multiple exposures to new vocabulary items, give opportunities for deep

processing of vocabulary items, teach students to use dictionaries, and have

students kcep vocabulary notchuoks

1.1.2 Vocabulary and integrated four language skills

Vocabulary knowledge is ofien viewed as a crilical tool for language

learners because a limited vocabulary impedes succcsstil communication

Nation (2001) describes the relationship between vocabulary knowledge and

language use as complomentary: knowledge of vocabulary enables language use and, conversely, language use leads to an increase in vocabulary

knowledge In English as a second language (ESL) and English as a foreign

language (FFI), learning vocabulary items plays a vital role in all four language skills (.e listening, speaking, reading and writing Furthermore they

argue that the acquisition of an adequate vocabulary is essential for successful

second language use hecause without an extensive vocabulary, we will be

unable to use the structures and functions we may have learned for

comprehensible communication

1.1.3 Flipped Classroam

Flipped classroom is an instructional strategy that reverses the

traditional loaning environment by delivering insiructional contonl, often

online, outside of the classroom It moves activities, including those that may have tradiiionally been considered homework, into the classroom In a {lipped classroom, students watch onlme lectures, collaborate in online discussions,

or carry out research at home and engage in concepts in the classroom with

the guidance of a mentor Flipped classroom 1s an cmorging instructional model that provides a fusion of online learning elements powered by

information technology and traditional face-to-face (T2F) learning elements,

which mvolves the advanlages of botll online and 2F insrucUon and

hopefully benefits teaching and learning KEI

Inverting the classroom so that the transmission of information (lecture)

happens outside of class and the tradilional out-of-class work is completed in

class with the teacher is not a recent concept ‘Ihe researchers often credited

with first mentioning inverted learning, Lage, Platt and Treglia, published a

paper "Inverting the Classroom: A Gateway to Creating an Inclusive T.caming

Environment” in 2000 In this article they explain that inverting the classroom

is an approach that occurs when “cvenls that have traditionally taken place

inside the classroom now take place outside the classroom and vice versa.”

Lage, Platt and Treglia (2000)s’ results indicated that both students’ and

teachers’ perceptions of the new methodology were positive Crouch and

Mazur (2001) conducted a study where they investigated the concept of peer instruction that is in its essence similar to the flipped classroom in the sense

that transmission of information occurs outside of the classroom while class

time was devoted to conceptual questions and mini lectures which ideally

would include higher order thinking and assimilation Strayer (2007) published his dissertation entitled "The effects of the classroom flip on the

learning environment: a comparison of learning activity in a traditional

classroom and a flip classroom thal used an intelligent tutoring system" This

study examined students’ comfort with leaming in an inverted classroom

Tlowever, the term “flipped classroom” was nol readily adopted till Bergman

and Sams, two chomustry teachers, started flipping their classroom by

providing the students with videos to watch at home and devoting class time

to projects Their baok Flip your classroom: reach every student in cvery class every day (2012) outlines the concept of the flipped classroom and defines its

key elements From this, we can note that the development of flipped leaming

was orgamic and that the changes in the method, and therefore the definition,

mirrors technological developments in the world at large ‘Technology and

specifically social media has changed the way that information is transferred

Therefore, al one point flipping the vlassroom included roading and/or the

dissemination of videotapes or even DVDs However, now it is possible to

access, cdil and disseminate vidcos vasily so [lipped classrooms have adapted

to match this technological transformation

For this minor study, in a flipped classroom, the teacher posted a series

of videos to provide the students with vocabulary items and exercises to help students revise what they learned in the videos In the physical class, students

would use vocabulary they learned to participate im such class activities as

discussion, presontation, rcading, listening, writing and speaking as well

1.1.4 Traditional Classroom and ¥lipped Classroom

Flipped classrooms differ from traditional classes in many respects

‘Traditional classes as opposed to flipped classrooms, include lectures, and

therefore transmission of information, in class (Jalbert, 2012) In this

format, students oflen lake notes during the lecture while in class Outside of

class, students complete assignments that are often targeted at assimilation of

the information acquired during class time This work is then submitted or

assessed in class In this approach, individuals work oulside of class cithcr

alone or in groups but usually without the presence of an expert or a mentor

The flipped classroom implies a reversal of the tradiuional class and

relics on a different pracess There are a number of definitions of flipped

classrooms and they range from broad to specific depending on how the

teacher uses the method The broadest delinilion of {lipped loaning is one

that proposes that assigning readings to give the students prior exposure to

new material is a form of flipped leaming The narrowest definition, on the

other hand, limits the concept of flipped learning to instances where educators use technology, especially videos, to transmit information outside of class In the

extant literature, the researchers who are often credited as the originators of the

flipped learning concept, Lage, Platt and Treglia (2000) defined flipping (or

inverting) the classroom as an instructional method in which “events that have

traditionally taken place inside the classroom now take place outside the classroom and vice versa” (30-43) Interpretations of this definition can be quite

general and thus can create the idea of an unstructured classroom design,

however, using this definition as a starting point can provide teachers with a certain amount of flexibility as well as give them the freedom to employ flipped

learning using various methods One drawback when using this broad definition

of flipped learning is that it can be difficult to assess effectiveness Other researchers (Bishop and Vergler, 2013, Gannod, 2008; Enfield, 2013; Moroney 2013; Gaughan, 2014) have defined flipped classrooms narrowly and include specific methods such as interactive group learning inside of the classroom and

videos outside of the classroom In more pedagogical vernacular, this definition

means that the transmission of information takes place out of the classroom;

whereas assimilation takes place in the classroom (Talbert, 2012)

Traditional Gassroom IEilfpipedl Classroom

Hscrens rash: area Vase + Teacher lads cr rman uma OR)

10

1.2 Theoretical Framework

‘The theoretical framework of this project is based on the FC model

The flipped classroom model shifts traditional activities such as lecture

outside the classroom, Instead, class time is used to ongage students in

activities and discussion to remforce what they have leamed The teacher or insttuctor Lakes on the role of cvach or facilitator (Baker, 2000)

The flipped classroom model can be invaluable for teachers because it

provides a way to ropurposc classroom time by focusing on active learning,

student engagement, and hybrid course design Therefore, class time is

viewed as a workshop During workshops, students have opportunities to engage in active learning by asking about lecture content, applying their new

knowledge, and interacting with their peers (KDUCASH, 2012) ‘The KC

model docs not refer to a smgle model It can include online quizzes or

activities, videos, ole

The FC model is regarded as a student-centered strategy It empowers

students to become active learners, repositioning the teacher as a facilitator

According to Baker (2000) and Mehring (2016), the model can be effectively

implemented in KK] classrooms As Mehring (2016) states: ‘This process

opens up face to face class time, enabling teachers to interact with students by

discussing points of confusion, praviding real-life examples relevant to course

content, challenging students to think more deeply about complex processes, and monitoring learning activities’ (p.2)

It is my belief that the flipped classroom model can help EFL

instructors focus on improving their students’ communicative competence

Tn terms of boosting FFT, students’ communicative competence in

English, it is possible to integrate CLT's characterisuics in EFL countries This

is because students have more opporlunilies to interact and engage in learning

the language during class time By using videos, based on pragmatics students

11

have exposure lo authentle rnaLerials thai can supporL acLve learning and

usage of English

Since many Vietnamese students, especially those in rural areas, do not

have a chance to listen to daily conversations between Hnglish speakers, technology is a means of exposure to the authenticity of the target language Students can be provided with vidcos, movies, music, and even wrilmg

samples from English speakers easily Students can have access to material online and engage in discussions, using classroom time to complete activities and engage with the instructor (Mehring, 2016) This approach is learner-

centered because the instructor is guided by the needs of their students In other wards, students are active rather than passive in acquirmg new knowledge

I strongly belicve that the {ipped classroom model 1s an appropriale approach for Vietnamese HEL teachers to facilitate communicative language

teaching (CLT) because it can emphasize improving their students’ English communicative competence This is significant because lack of

communicative compeienee remains a challenge for many Vietnamese EFT

students As a result, their ability to use their new language is compromised The theories mentioned explain aspects of flipped learning and can account

for its perceived success as an instructional methodvlogy In this paper, 1

propose a possible theorctical framework that cneapsulated the various

aspects of the theories reviewed and how they are operationalized in flipped learning Indeed, though quantitative and qualitative data about the flipped

classroom are limiled, there is 4 consisient bedy of re:

interaction of different learning theories and models

Figure 2 provides a visualization of the information provided in this

article and is a synthesis of the way in which the theory and frameworks

connect to flipped leaming based on previous studies and theoretical underpinnings In the middle of the image is the pyramid associated with

Bloom’s taxonomy This version of Bloom’s taxonomy is a new version as

developed by Anderson, et al (2001) Based on this version, the items listed

in the taxonomy refer to the following

1

remembering — retrieving, recognizing, and recalling relevant

knowledge from long-term memory;

understanding constructing meaning from oral, written, and graphic

messages through inlerproting, exemplilying, classilying, summarizing,

inferring, comparing, and explaining;

applying carrying out or using a procedure through executing, or

implementing, analyzing - breaking material inlo constituent parts,

determining how the parts relate to one another and to an overall

structure or purpose through diflerentialing, organizing, and allribuling:

evaluating — making judgmonts based on criteria and standards through

checking and critiquing; creating - putting elements together to form a

eoherent or funcional whole,

reorganizing elements into a new pattern or structure through

generating, planning, or producing (p 67-68)

13

Assimilation In-dass

The stimuli being the information that is needed to function in class

appropriately, a reversal in the way students view learning and the actions of

those participating in the learning environment and a change in the way

students’ approach a new learning environment learning (Skinner, 1974)

During the beginning of adopting a flipped learning environment, this is

especially significant The middle levels of the pyramid — analyzing and

applying — occur in class with the help of a teacher or peers and is more collaborative than the bottom levels The top levels — evaluating and creating

— while can still be collaborative they are moving toward students’ autonomy

They would still occur in class but as students master a concept, theoretically

they should be able to complete tasks independently and accurately

Theoretically, at least, students can re-watch presentations as often as needed

and at their own pace in order to master the first two levels The top four

levels will be mastered under the supervision of instructor with possible peer influence at varies times

Figure 3 Synthesis of learning processes in flipped learning Figure 3 is an attempt to design a framework that has the potential to depict the dynamic nature of Flipped learning and to illustrate how the

various learning theories can apply to different stages in the learning process

Much of this depends on the teacher, the students’ needs and the content of the course being flipped In this framework, flipped learning is viewed as a flexible concept where there is a certain amount of fluidity in the way theories can be utilized,

1.3 Elements of the Flipped Classroom Model

According to Lee (2015), there are six elements of the flipped

classroom model: digital lectures, course management system (CMS), textbook and outside texts, group discussion and group work, mini lesson and

differentiated pacing and timing The elements can be used in any

combination to support students! learning,

15

In the Flipped cle

should be available for students to access at anytime outside of class CMS

sroom, the video before the class is a major part IL

allows teachers to create a repository for course syllabi, course

announccments and assignments that students post and also strcamlines

discussion and communication with students Additionally, textbooks and outside texts oan be used to supplement students’ learning outside of the class

by providing additional resources for them to acquire knowledge

1.4 Advantages of WC Model

‘With the new approach, there are many benelits of applying {lipped classroom Students are able to approach material and take it in at their own

speed By covering leciure material at home and from a video-based platform,

students can privately view the material This allows them to approach things

at their own pace without worry of peers noticing them moving slower or

faster Furthermore, students are able to stop, pause, rewind and fast forward

material so that they can examine things in their own way

In addition, by utilizing flipped classroom approach in teaching and

leaming process, teachers are able to gel better insights on students’ difficulties in instruction and their learning styles ‘leachers are also able to

customize and update the course curriculum and provide for student at any

time The classroom time will be uscd more effectively, efficiently and

creatively Moreover, students can be more dynamically involved in the

process of learning As the result, students will then really appreciate the

approach, the elass, the teacher’s cffort

1.5 Previous Studies

The following table provides cxamples of flipped learning and key

findings as provided in previous scholarly works

16

Table 1 Definitions And Key Findings of llipped learning

Inverting the | lage, “inverting the classroom 1 Students

classroom: A | Platt, and means that events that have | gencrally prefer

galeway 1a | Troglia | tradilivnally taken place the inverted

creating an (2000) inside the classroom now classroom

inclusive take place outside the + Students would

learning classroom and vice versa” | profer future

inverted classroom|

format

“The classroom is designed

Intemet and | Lage and | to mirror the resources or

the Inverted | Platt experiences that traditionally|

Classroom | (2000) _—_| take place in a locture

classroom, including online

lectures and information

about videotaped lectures”

an

“An inverted classroom is a

Gannod, | teaching environment that | «Students perceive

Using the Burge, and} mixes the use of technology | thal oulcome of

inverted Ilelmick | with hands-on activities In | the course is met

classroom to | (2008) an inverted classroom, + Students view

leach soliware|

engineering typical in-class Jecture tic is

replaced with laboratary and

in-class activities Outside

class time, lectures are delivered over some other

medium such as video on- that some level of

leaming occurred

17

Remixing and Sams) Students watch vodcasts or | traditional

chemistry | (2008) _| listen to pedcasts and then | classrooms

class complete activities in class | quantitatively and

effective based on anecdotal results

How learning, “Relies on technology to

in an inverted | Strayer introduce students to course

classroom (2012) | cantentoutside of the

influences classroom so thal students

cooperation, can engage that content at a

imnovation, deeper level inside the

and task classroom” (171-193)

orientation

“We define the flipped Results of this classroom as an educatiomal | survey show thal

technique that consists of | most sludies

two parts: interactive group | conducted to date

‘The Flipped | Bishop | learning activities inside the | explore student

Classroom: A | and classroom, and direct pereeptions and

Survey of the | Verleger | computer-based individual | use single- group

Research (2013) instruction outside the classroom A graphic study designs

representation of this

definition is shown in Figure|

1, We re- strict this

definition to exclude designs|

Reports of student

perceptions of the

flipped classroom

are somewhat mixed, but are

18

that do not employ videos as

an outside of the classroom

activity While a broad

conception of the flipped

classroom may be useful,

definitions that be- come too|

broad suggest that assigning

reading outside of class and having discussions in class constitutes the flipped

classroom We reycet these

evidence suggests

that student

learning is improved for the

World ILstory| Gaughan

(2014) The Flipped Classroom is

one in which lectures are

presented as homework

outside of class in online videos so that class time is

reserved for engaging

directly with the materials Action research

paper that showed

both students and

teachers indicated

that they had a

positive reaction to|

Dipped learning

19

“The flipped classroom is a

Seamless Hwang, pedagogical approach which

flipped Lai, and | moves the leaming contents

learning: a 'Wang taught by teachers’ direct

mobile (2015) instruction to the time before]

technology- class in order to increase the

enhanced chances for the students and

flipped teacher to interact

with effective have more time to guide the

learning learning activilics and solve

strategies students’ problems in order

to promote the learning

effects” (452)

The main purpose Flip teaching can be for this study was

Flipping the conducted with many kinds | to describe

classroom for | [Tung of instructional videos, and | instructional

English (2015) other forms of pre-class design for flipped language assignments, such as reading] learning in the

learners to quizzes or worksheets, are | classroom

foster active often presented together to | While the paper learning help students better prepare | did include a

for in-class participation (p | research

82) component, it was

exploratory The

results were therefore not gencralizable The

paper is significant

in that the subject was language and

not a STEM based

Content in advance

(generally the pre-recorded

lecture), educator awareness

of students understanding,

and higher-order learning during class time Outcomes

of implementing a successtul flipped class

approach should consider

effective student leaming

that facilitates critical

thinking, and importantly

techniques used

for Dipped

learning

As can be scen from this table, thc rescarch shows that flipped loaning

may yield positive results in terms of students’ engagement (Farah, 2014;

Fnlicld, 2013), and dilTcrentiation of lcarning (Fnlicld, 2013) As Bishop and Verleger (2013) suggested, the studies mostly focused on perceptions and

feedback from students and teachers To our knowledge, there has been little

research that includes empirical data ‘his is uncommon Indeed in a second-

order meta-analysis ‘lamim, Bernard, Borokhovski, Abrami, and Schmid’s

(2011) found that high caliber, detailed research evaluating the efficacy of

21

specific methodologies and approaches of blended learning lo be rare For the purposes of this study | mainly focus on the narrower definition of flipped

leaming, which includes recordings of either presentation software or lectures

In 2000, the mverted class approach was adopted to appeal female

students’ learning styles in an Economics Course at the Miami University Students recerved the vidcos before class At the beginning of the class, the

instructor questioned students for understanding, and if there were no

questions, this imphed students’ assimilation of the concept, which allowed them to see ‘the economic principle im action” in class ‘This study suggested

that such a course might appeal better to female students who might be

disadvantaged in the field of Reonomics

In the year 2008, Bergmann and Sams (2009) created podcasts of

Chemistry courses for their students to watch before coming to class This

liberated class time for more hands-on learning activities and the teacher

provided one-to-one attention while students were more actively engaged

Surprisingly, the scores of students in the [lipped gropus were lower than the

previous year’s results

In a study run on the effectiveness of flipping class instruction in a

Physies class in Hinvis, Zownorega (2013) found litile dilference in students’

results no matter what the type of instructional interverted adopted and

students performed at similar levels with the flipped and traditional models of

Instruction

In Vietnam, flipped learning approach has been applied in a number of

disciplines but has recived limited attcntion, especially in the field of EFL

teaching In her research m 2016 , Bui ‘hi Minh ‘Thu investigated students’

perceptions towards flipped learning in one Vietnamese LIL tertiary setting

through online dala collection Her study found out that fliped leaming could

be possible model in the investigated Viettames HFI higher education

context, taking into consideration its benefits as perceived by the participating

students

Research in the field of FC model on different subject matters and

mostly at a umiversily level has grown significantly in the past few years, yol few rescarch studics have been found on the impact of this instruction method

on K-12 students Therefore, in my minor research, I will conduct a study to find out if FC model is uselul Lor prade-11 students or not

1.6 Strategy to Conduct KC Model

The application of 'C technique may follow the following steps:

« Step 1: Deciding which technology/app to use

To take part in the flipped classroom, students could use digital devices

such as smart phones, laptop or computer Althoug there are a variety

of applications to use to flip the class; however, in my flipped

classroom, there was an agreement between the teacher and the

students that a closed Facebook group would be used because each

participant had already used a Facebook account Besides, the teacher

also used Google Forms and Quizlet t assign more practives to the

students so that they could memorize the vocabulary they learned from

videos

© Step 2: Making a list of words to teach

In the Lextbook ‘Tieng Anh 11' lor sceond semester, there are five topics as Global Warming, Further Education, World Heritage Sites, Cilics of The Future, Healthy Lilesty

and Longevity Based on cach unit in the teaching material, teacher chosc vocabulary items in thư textbook and the ones outside of the textbook that were related to the

23

lopic of each unil and explained them Lo the students in the videos

Step 3: Making video

On a fixed day in a week, teacher filmed herself by livestreaming on

Facebook The teacher and the students mel once a week online The limit 1

decided on was a maximum video length of from 10 te 15 minutes ‘This way

students were nol averloaded and could watch the video in the morning

before school m case they forgot or did not access to technology at home In

addition, the researcher could make use of available videos from other

icachers il permitted and posted those videos on the study Faccbook group In

this way, the students could access the online lessons and videos whenever

they wanted

Step 4: Make the students accountable far watching the videos

One of the main questions | got when applying the FC Model was how to

make my students accountable for watching my videos Therefore, at the end of

each video, | always had my students fill in quizzes which 1 designed using

Google Forms and Quizlet ‘his would be an effective way to check whether

students understood the lessons or not

Step 5: In-class discussion

After watching videos and studying vocabulary at home beforehand,

students gol ongagod in class aclvitios such reading, speaking, writing and

listening as required in textbook

CHIAPTER 2: METIIODOLOGY

This chapter presents the methodology used in the research, including

the ralionale for choasing action rescarch, the information about participants,

a description of the current teaching material — the textbook “Liễng Anh 1]”,

and the rescarch instruments which wore applicd to find the results of the intervention of FC Model as a teaching aid for the texthock 'Ticng Anh 11'

with a view to improving students' English language learning at a high school

in Hanoi

2.1 Rationale tor Choosing Action Research

Nunan (1992) defined action research as a method which is problem-

focuscd and concemed with a particular situation in which secking for the solutions ta the problem is at the top of the research ‘This will foster the

teachers to adapt the existing ideas in their teaching environment

lo improve and develop teaching, research into classrooms is needed

As teachers, we need to know what is actually happening in our classrooms,

what learners are thinking, why learners are reacling in the ways they do,

what aspects of the classroom we should focus on to develop our teaching

most effectively, how we should change in these aspects, and what the effects

of such a change are 1 is important to note that more than hall of the items in

this list concern describing and understanding the existing classroom situation

rather than evaluating the implementation of a new approach If we de nol

truly understand our elassroom situations first, our choices of new approaches

to implement are likely to be based on personal fancy and whimsy rather than

on what is most likely to have beneficial effects in the situation

‘Teachers wishing to conduct research into their own classrooms,

however, are faced with a host of problems Not least among these are lack of

time, lack of expertise or skills in research, lack of support especially from within their own institution, and threats to their self-image as a teacher (Allwright, 1993, Burton and Mickan, 1993, Nunan, 1993) The problem of lack of rescarch expertise or skills has a knock-on clTect causing further

problems Research designed and conducted by teachers new to research 15

likely lo have low reliability (og the findings are not likely to be

goncralisable) and low validity (c.g the research may not actually produce

findings which address the targeted research topic)

All of these problems may make teachers think twice before gelumg involved in research However, these problems apply to research in general

rather than action research In focusing on action research, we need to shift

cur perccptions of the nature and purposes of rescarch, and this shift in our perceptions reduces the importance that can be given to the problems

discussed above

Action research, as we have seen, aims to develop the teaching situation and the teacher-rescarcher rather than gencrate new knowledge As such, reliability and genoralizability arc nol really issues in action research

Action rescarch aims to goncratc findings that are usclul within a specific

context rather than {dings applicable across many different situations

Similarly, the basis for judging validity in action research is different from that used in research in general In general research, validity is measured by the extent to which the research actually investigates what it is supposed to investigate, and because of this, research design and data analysis procedures

are crucial In action research, on the other hand, validity can be measured by

the extent to which the research produces findings which are useful in

developing the classroom situation In conducting action research, teachers

can become emancipated (Gore and Zeichner, 1995), in that they become in

26

control of the whole process of research and invesigalion of their own teaching, rather than being the tool of an outside researcher Teachers, then,

can become more autonomous, responsible and answerable through action research (Day, 1987), and so decisions concerning change can be taken by teachers themselves One outcome of this is that action research is likely to be relevant and immediately useful in understanding and developing the specific

classroom context in which it was conducted, and so of benefit to learners

Another outcome is that the research becomes both an input into and a

stimulus for teacher reflection (indeed, teacher reflection is one of the key toals in conducting action research), and reflection is a necessary component

of personal and professional development, Conducting action research, then,

is one key way for us to develop ourselves as teachers

Looking back to my situation, after working with my students for a

year, the Leacher-rescarcher [ound oul thal the students were still weak in

English commumcative competence with low cngagement in class activities

and learning and Leaching vocabulary take up much time in class, which results in the shortage of time for language practice Something must be done

to improve the situation and action research is needed

2.2 Procedure

The author of this study paper conducted her action research for her

thesis entitled “Using the flipped classroom model as a vocabulary teaching

aid for the new ‘Tiéng Anh 11° to enhance EFT learning of students at a

high school in Ha Noi” for 4 months (from January to April, 2018) on class

11A4 The action research adapted 7 primary steps proposed by Mc Bride &

Sckotak (1989)

(1) 12) Identifying problem and collecting initial data

In this step, a pre-test (written & spoken form) on English vocabulary

‘was administered to confirm the problem ‘The primary aim of the instrument

was to identify the students’ real problems in vocabulary learning and their

level of vocabulary compelance

monitor

Figure 4, Action reseurch cycle

(Adopted and adapted from McBride & Sckotak, 1989)

28

(5) Implementing the action plan

In this period, the detailed plans of action were carried out Because

students had four lessons a week, the author and the participants could meet

cach other four umes a weck Therefore, the author delivered the prepared

materials in this period

(6) Collecting data to monitor changes (pasi-data)

The effects of the action were investigated through the collected data

The researcher had a meeting with those participating students to complete

her dala collection The scssion lasted about 600 minutes for speaking post-

test (10-15 minutes for each student/4t) students), 45 minutes for written post-

test and 20 minutes for questionnaires

(7) Analysis and evaluation

‘The researcher interpreted the post-data and compared with the pre-

data’s results to seek answers to the research questions As a result of the

action research project, she identified the additional questions, which became

the basis for the further cycle of research

2.3, Research Setting

‘he study was conducted at a high school on the outskirts of Hanoi

There are 45 classes with the total number of more than 1,500 students, each

consisting of 40-45 suudonls In goncral, thơ English proficiency of the

students is not very high, mostly due to their lack of vocabulary

The teaching staff is composed of 12 leachers of English and their ages

vary from 30 to 50 The rescarcher is also a teacher of English at this high

school She is 32 years old and has about nearly 10 years of teaching

experience

Forty three grade-11 students, inchidmg 20 females and 23 males, of

class 11A4 at Thach That Iligh School were chosen to take part in the 16-

29

week research in the second term of 2017-2018 academic year These students

were chosen on purpose as they are using the piloted textbook of the new ten-

year curiculum Tiéng Anh 1] (English 10) - the teaching material used in

the research Thach That High School is the place where the wriler of this

study has directly been involved im teaching, so the participants are her

students She probably better understued the participants duc to the prior

contact with them Besides, the class was quite cooperative and they enjoyed

working in groups, pairs, or practical oriented activities These would be

advantages lor the rescarcher when applying a new technique in Waching and learning to be more successful

Those students have been learning English for more than 8 years

However, according to the test given by the researcher at the beginning of the

first semester (academic year: 2017-2018), most of the students in this class

are at A2 level The table below summarizes the background information of

the participants, including gender, age and their Knglish proficiency assessed

by the teacher

number of Female Male Age A2level BI level | B2 level

participants

2.4, Textbuok

‘there have been many changes in language leaming in Vietnam for

recenl years, and the National Foreign Languages 2020 Project is the latest

breakthrough to increase the quality of English language teaching and learning across all school levels in Vietnam One of the outstanding changes

is (he movement from traditional teaching method to the communicalive one

Going along with the renovation in teaching methodology is the requirement

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