04051001885 The use of flipped classroom model to improve English reading comprehension skills in online learning environment for grade 10 students in Hanoi.
INTRODUCTION
Statement of the problem and rationale for the study
In recent years, the emphasis on learning and teaching English in high schools has increased, particularly due to its status as a compulsory subject in the National High School Examination Enhancing the quality of English education is crucial for both learners and educators To achieve fluency, students must master the four fundamental skills: Listening, Speaking, Reading, and Writing, with a particular focus on reading comprehension This skill is vital for building linguistic and background knowledge, which supports the development of other language abilities Research indicates that reading is the most critical skill for second language learners, as it fosters confidence and enables access to essential information in educational contexts Proficient reading skills allow students to comprehend various English texts, enhancing their thinking, creativity, and independence Furthermore, strong reading comprehension is necessary for passing tests and achieving academic success, making its development an essential priority for students to thrive both in and out of the classroom.
Many students fear reading, which poses a challenge in their English learning journey As a high school English teacher in suburban Hanoi, I recognize the critical role of reading comprehension Throughout my teaching experience, I have observed numerous students struggling to grasp the material, especially during the COVID pandemic.
Due to the Department of Education and Training's regulations, schools in Hanoi transitioned to online learning, which has significantly impacted students' English skills, particularly in reading comprehension The limited 45-minute online classes hinder students' ability to engage deeply with reading materials and practice essential reading strategies Additionally, the online learning environment presents various obstacles that disrupt the teaching process, preventing teachers and students from completing lessons as intended Consequently, students miss opportunities to explore reading texts thoroughly, develop their comprehension skills, and apply their knowledge to higher-order thinking activities Therefore, it is crucial to implement solutions that enhance students' reading comprehension in online classes.
The rapid advancement of technology in recent decades has significantly influenced all facets of daily life, particularly in the context of social distancing measures implemented during the Covid-19 pandemic.
In recent years, technology has become essential in education, enabling teaching and learning to persist despite school closures Today's students, who are accustomed to technology, require learning environments that are student-centered, self-directed, and enhanced by technology The Flipped Classroom approach has emerged as a beneficial trend, merging the strengths of traditional lecture-based models with blended learning This innovative pedagogical method holds significant promise for English as a Foreign Language (EFL) teaching in Vietnam, offering a fresh strategy to address the challenges of online distance learning experienced during the Covid pandemic.
The flipped classroom model leverages technology to move direct instruction outside the traditional classroom setting, allowing students to engage in active learning activities during in-class sessions According to Hwang, Lai, and Wang (2015), this approach provides students with essential video lectures to review prior to class, enhancing their opportunities for language practice.
The research advocates for transitioning from traditional lecture-based teaching to a Flipped Classroom approach to enhance students' reading comprehension skills This method allows learners to acquire new vocabulary and skills at their own pace, addressing the challenge of limited in-class interaction time By relocating explicit instructional teaching outside the classroom, more exercises can be designed to foster high-order thinking skills through both controlled and free practice activities.
Aims, objectives, and research questions of the study
This action research investigates the potential for grade 10 students at a high school in Hanoi to enhance their reading skills through the implementation of flipped classroom (FC) strategies The study is designed to achieve two primary objectives to assess this improvement effectively.
- Investigate the extent to which the students’ reading comprehension skills can be enhanced through the FC
- Explore the students’ opinion of the method to them to develop their reading comprehension skills
In accordance with these two objectives, the research tries to answer the following research questions:
1 To what extent does the FC improve the students’ reading comprehension?
2 What are the students’ opinions about the FC?
Significance of the study
This study provides valuable insights for school boards and English teachers regarding the flipped classroom model, highlighting its advantages and disadvantages to enhance training quality and program effectiveness Additionally, the research aims to bridge the gap between theory and practice in using the flipped classroom technique for teaching reading The findings are intended to assist educators and administrators in Vietnam and worldwide in making informed decisions to promote innovative teaching methods suitable for the 4.0 era.
High school teachers and students are expected to gain valuable insights from the study's findings, particularly as the world continues to adapt flexibly to the challenges posed by Covid-19 and other unforeseen circumstances that hinder in-person learning.
Scopes and limitations of the study
The research conducted over eighteen weeks during the 2021-2022 school year, from November 2021 to April 2022, investigates the impact of the Flipped Classroom (FC) model on students' reading comprehension This study specifically examines skimming and scanning techniques to identify main ideas, details, vocabulary synonyms, and pronoun references, while excluding other reading skills Additionally, it emphasizes the application of the four pillars of the Flipped Classroom—Flexible Environment, Learning Culture, Intentional Content, and Professional Teacher—to enhance students' reading abilities.
The study involved a limited sample size of fifty-four tenth-grade students, focusing on one teacher and three classes at a single school Consequently, the findings may not be applicable to broader contexts However, the research can serve as a valuable resource for in-depth information and may generate hypotheses for future studies.
Methods of the study
This study employs an action research approach, a widely recognized method among educators for enhancing pedagogy and practice (Clark et al., 2020) To facilitate a thorough investigation, data collection instruments such as pre-tests, post-tests, questionnaires, and interviews are utilized The research follows the model established by Kemmis and McTaggart (1988), which consists of two interconnected circles encompassing four key steps: plan, act, observe, and reflect.
Organization of the thesis
This research consists of five chapters:
This chapter aims at stating the research problems, the significance, the aims, the scope, and the methods of the study
This provides elaboration of key definitions as well as the review on related studies
This chapter issues the description of research approach, research participants, data collection methods and data analysis methods
In this chapter, research findings and discussions are presented Besides, discussion on
5 the comparison between the findings and reviewed literature is also drawn
This chapter includes the summary of the research, the implication, the limitation of the study and suggestion for further research.
Summary
This chapter justifies the study by highlighting the importance of assessing the effectiveness of the Flipped Classroom model in enhancing students' reading comprehension in online settings It clearly outlines the research framework, including two specific research questions and a defined scope This foundational work not only supports the core content and structure of the study but also serves as a guiding framework for the remainder of the article.
LITERATURE REVIEW
The Flipped Classroom
In recent years, there has been a significant rise in scholarly research focused on the FC technique Mehring (2017) highlights that educators are increasingly drawn to this pedagogical approach due to the enhanced learning environment it fosters, the accessibility of technology, and the positive outcomes observed from early implementations.
There is no fixed definition of the model, which is known by various names such as the inverted classroom, mixed learning, and, more simply, the flip (Bergmann & Sams,
The FC model has garnered significant attention since its inception in 2013; however, there remains a scarcity of information regarding the method and limited scholarly research on its effectiveness Most scholars attribute the emergence of this model to Bergmann and Sams, high school chemistry teachers from Colorado, who pioneered the use of screencasts and podcasts to enhance their students' learning experience.
2006 It was not until 2007 that Sam and Bergmann published a book titled “Flip Your
Classroom Reach Every Student in Every Class Every Day”, teachers all over the world have a clear insight into what the flipped classroom is and how to implement it effectively
The flipped classroom model redefines traditional learning by having students study lectures and instructions at home, while in-class time is dedicated to collaborative problem-solving and skill development (Baker, 2011) In this approach, teachers utilize instructional videos—either created by themselves or sourced online—to introduce key concepts, allowing for a more interactive and student-centered classroom experience (Nouri, 2016) This method emphasizes higher-order thinking and group-based learning, fostering a deeper understanding of the material.
Prior exposure to information before joining classes is a critical component in the
Flipped teaching (FC) is an innovative educational approach that encourages students to engage with new material before class, allowing them to practice skills and clarify concepts with peers and instructors during class time This method, as highlighted by Kim et al (2014), integrates traditional classroom activities with online resources Unlike conventional teaching, FC uniquely employs videos as pre-teaching tools, enabling students to learn independently at their own pace, pausing and reviewing content as needed Furthermore, as noted by Bergmann and Sams (2013), FC transcends mere reordering of classroom activities; it can be adapted to various teaching styles and learning theories This flexibility allows for personalized learning experiences, ensuring that each student receives tailored support based on their individual abilities and needs (Al-Harbi & Alshumaimeri, 2016; Ansori & Nafi, 2019).
The FC method prioritizes student engagement in learning, positioning the teacher as a guide rather than the focal point of the classroom Unlike traditional classes, where each topic is allotted a fixed time for all students, the FC approach allows for personalized pacing This ensures that struggling students have the opportunity to fully grasp the material, while advanced learners can spend more time practicing and applying their knowledge at higher levels of Bloom's Taxonomy.
Figure 2.1 Concept map of flipped learning (Singh et al 2018)
In the current study, students engaged with lecture videos and slides to grasp essential reading comprehension strategies and background information from the textbook They subsequently assessed their understanding through quizzes and practice exercises During online class meetings, teachers provided support to clarify any misunderstandings This was complemented by focused practice exercises, with a significant portion of class time dedicated to communicative activities in pairs or groups In this flipped classroom model, students have increased opportunities to apply their learned skills and enhance their language abilities, receiving immediate and constructive feedback from their teachers.
2.1.2 Four pillars of the FC
The Flipped Learning Network emphasizes that Flipped Learning and the Flipped Classroom are distinct concepts, often confused by many While flipping a class can facilitate Flipped Learning, the reverse is not always true Teachers may already implement elements of a flipped approach by assigning readings, videos, or additional problems outside of class However, to achieve true Flipped Learning, educators must incorporate the four essential pillars: Flexible Environment, Learning Culture, Intentional Content, and Professional Educator.
In a flexible learning environment, teachers empower students to choose when and where they learn, fostering collaboration with peers and instructors This approach allows educators to dedicate more time to designing engaging activities that enhance practical application of knowledge By flipping their classrooms, teachers also offer flexibility in the duration of learning and the methods of assessment, accommodating diverse student needs and learning styles.
In a flipped classroom, significant class time is dedicated to deepening students' understanding of the material, allowing for more immersive learning experiences This approach encourages students to take an active role in constructing their knowledge and assessing their own learning in personally meaningful ways, shifting the focus from the teacher to the students (Hamdan et al., 2013).
Intentional content requires teachers to strategically select instructional videos for teaching outside of class, while guiding students to explore concepts and develop procedural fluency By utilizing intentional content, educators can optimize class time for student-centered instruction tailored to specific grades and subjects (Hamdan et al., 2013).
In flipped classrooms, the role of professional educators is both critical and challenging, as they are responsible for observing students, providing immediate guidance and feedback, and conducting formative assessments Teachers must strategically determine the information to present, the timing for transitioning between group and individual learning, and how to optimize face-to-face class time This heightened responsibility makes the role of teachers in flipped classrooms more demanding compared to traditional teaching methods.
This research project will utilize four key pillars as a framework for the flipped reading class, with each principle addressing distinct aspects of the implementation and effectiveness of the flipped classroom model.
2.1.3 The advantages and disadvantages of the FC
The FC approach offers compelling benefits for administrators, educators, parents, and students, making it a preferred choice over other teaching styles This method effectively merges the strengths of traditional lecture-based instruction with the flexibility of blended learning.
The Flipped Classroom (FC) method highlights the importance of individual planning and responsibility in the learning process, leading to enhanced engagement and deeper understanding (Uzunboylu and Karagozlu, 2015) This approach transforms learning into an active experience, allowing students to choose from various resources such as videos, articles, or computer-assisted tasks, enabling them to learn at their own pace and access materials anytime (Moffett, 2015; Fulton, 2012).
The flipped classroom (FC) enhances learners' autonomy by enabling the use of diverse learning strategies, surpassing traditional face-to-face (F2F) methods As noted by Stone (2012), this approach shifts the focus from teacher-led instruction to student-centered learning.
Reading comprehension
Over the years, various definitions of reading have emerged in the literature Nunan (1999) describes reading as a participatory activity where readers interpret the writer's meaning through texts In a similar vein, Nuttall (2005) defines reading as the process of understanding the message that the writer intends to convey through the text.
Reading comprehension is defined as the ability to understand and integrate the meaning of texts with prior knowledge It involves extracting meaning from written materials through word recognition, sentence structure, and motivation The focus is on grasping the overall message rather than just isolated words or sentences The concept of reading has evolved from a purely receptive process, as noted by Harmer (2001), to an interactive one, emphasizing the active engagement of readers in constructing meaning from texts.
To sum up, reading can be difficult for L2 readers, particularly when the content is
L2 readers often struggle with understanding texts, viewing them as language samples rather than sources of information (Stanley, 1984) Hedin and Conderman (2010) emphasized that the primary goal of reading should be to comprehend meaning, not merely to decode words This focus on decoding can lead to students reading accurately and fluently without grasping the content, as evidenced by their inability to retell stories, answer related questions, or recall key information (Aidinlou et al., 2017).
In the current study, students recognize the term "reading comprehension" but lack a deep understanding of its complexity, which involves message exchange and interaction with the author They typically read texts and respond to questions without fully engaging By implementing the FC method, the researcher aims to enhance students' reading skills by encouraging them to interact with the text and utilize their background knowledge effectively.
Intensive reading is a focused approach that helps learners understand the meaning of a text and familiarize themselves with the author's writing style This method emphasizes the analysis of sentences to grasp grammar and syntax rules, as well as to extract detailed information about the topic It often involves tasks that test reading comprehension, such as answering specific questions, making it essential for readers to fully comprehend the material Overall, intensive reading is beneficial for enhancing reading comprehension skills.
2012) According to Paran (2003), intensive reading is crucial language classes to increase the three phases of learning called pre, while, and post-reading for better language readiness and activation strategies
Extensive reading plays a crucial role in enhancing students' knowledge by exposing them to a wide range of engaging and relevant materials (Hafiz & Tudor, 1989) Regular interaction with diverse lexical, syntactic, and textual features in reading materials contributes to learners' improvement Hedge (2003) emphasizes the importance of integrating significant reading into the EFL/ESL curriculum, provided that the selected books are authentic and well-categorized Comprehensive reading offers numerous benefits, including the enhancement of language competence, the development of reading skills, the promotion of learner autonomy, and the absorption of cultural insights.
15 information, and increasing their confidence and driving to continue their own study
The students in in this research do not implement both kinds of reading above, they just do intensive learning with the FC model
Reading comprehension skills enable individuals to access and interpret the meaning of texts in a flexible and selective manner Effective reading instruction is typically structured into three stages: before reading, during reading, and after reading This process is not instantaneous; rather, it involves strategic planning and a systematic approach.
There are some skills in reading proposed by Brown (2000) They are
- identifying the purpose of reading
- using graphonic rules and patterns to aid in bottom up decoding
- using efficient silent reading techniques for relatively rapid comprehension
- guessing when the reader is not understand
- guessing word meaning from the context
- distinguishing between literal implied meaning
- capitalizing on discourse markers to process relationship
Aside from Brown's skills, Pearson (as cited in Tovani, 2000) pointed out seven skills that good readers do They are
- using what you already know to make sense of new information
- drawing inferences from the text
- monitoring the reader's own comprehension
- using "fix-up" strategies when the meaning breaks down
- combining information to come up with new ideas
According to Brown and Pearson, reading skills enable teachers to guide students towards becoming efficient and successful readers By implementing effective reading strategies, both teachers and students can achieve a more organized understanding of the text.
However, this research focussed only on some skills linear to the students’ reading problems, students’ level and learning materials The skills that the researcher taught
16 students in this research are skimming and scanning to recognize main point of the paragraph, finding detail information, guessing word meaning from the context, and finding pronoun reference
The key takeaway from the passage is that a careful reader can identify the primary purpose of a text, which often includes one main idea accompanied by several secondary concepts Skimming serves as an effective reading strategy to quickly grasp the essence of a piece, allowing readers to focus on essential ideas rather than getting bogged down by details.
Reading involves various skills, with scanning for details being crucial This technique helps locate specific information, understand definitions, interpret the author's use of pronouns, and verify facts within the text Scanning is essential for efficiently finding targeted information.
Expanding vocabulary is essential for language learning, as students encounter numerous new terms in various texts Each book introduces diverse topics, enhancing their exposure to language Consequently, the ability to infer the meaning of unfamiliar words from context is a vital skill for effective comprehension.
Pronoun reference exercises focus on identifying the noun that can replace a given pronoun To complete these exercises, substitute each answer choice in place of the pronoun to determine the correct noun.
According to Vacca, Vacca, and Gove (1991), strategies are the key to teaching reading
To enhance students' reading comprehension skills, educators must employ various teaching techniques tailored to their students' learning levels and styles The three primary approaches to teaching reading are the bottom-up, top-down, and interactive methods.
This method integrates perceptual accuracy, auditory elements, and the capacity to identify sequences of texts, words, spelling patterns, and various language components Readers aim to understand a text by constructing its meaning from the smallest units to larger concepts.
Bottom-up reading focuses on analyzing letters, sounds, words, and structures to decode text, which is essential for comprehension, especially in lower-level reading This approach allows readers to build meaning from the smallest units to larger ones, while also adjusting their prior knowledge and making predictions about the text However, it does not encompass the entire reading process necessary for effective understanding.
RESEARCH METHODOLOGY
Research approach: Action research
Action research, as defined by Nunan (1992), is a problem-focused method aimed at addressing specific circumstances, prioritizing the search for solutions This approach encourages teachers to integrate contemporary concepts into their classrooms Similarly, Clark et al (2020) describe action research as a valuable educational tool for teachers and professionals to evaluate and enhance their pedagogical practices Thus, action research serves as an extension of the daily reflection and critical self-assessment that educators engage in within the classroom.
Action research, as described in 1998, is an inquiry aimed at investigating, assessing, and transforming educational practices to enhance the quality of education It fosters knowledge on formulating questions within real-world educational contexts, allowing educators to learn from their experiences and grow both personally and professionally Unlike other educational research methods, action research uniquely involves people, making it a collaborative and dynamic approach to improving teaching and learning.
- to give educators new opportunities to reflect on & assess their teaching
- to explore and test new ideas, methods, and materials
- to assess effectiveness of the new approaches
- to share feedback with fellow team members
- to make decisions about which new approaches to include in the practice
Action research presents several challenges for teachers aiming to conduct research in their classrooms Key issues include limited time, insufficient competence, and a lack of research skills, which can hinder the practitioner's ability to produce a credible final report These obstacles can significantly impact the effectiveness of action research in educational settings (Nunan, 1993).
Teachers often strive for accuracy by steering clear of elements that could negatively impact their professional image, including critical assessments of their teaching methods (Parsons & Kimberlee, 2002).
One significant drawback of action research is its inherent subjectivity, as practitioners must assess their own performance, which can compromise the objectivity of student selection criteria (Kock, 2005) Additionally, issues may arise if participants are either coerced or voluntarily selected, leading to concerns about their honesty due to potential repercussions after the research This personal evaluation by the teacher can distort the data, hindering the ability of action research to achieve its intended goals (Coghlan & Brannik, 2014).
Research conducted by teachers lacking expertise in the field may yield findings with low reliability and validity, making them less generalizable However, the primary aim of action research is to enhance the teaching environment and the instructor's practice rather than to generate new knowledge Consequently, reliability and generalizability are not major concerns, as action research focuses on producing context-specific insights Additionally, the criteria for validity in action research differ from traditional research; it is assessed based on the applicability of findings to improve the classroom setting rather than the rigor of research design and data analysis Ultimately, while the results may be relevant to the specific population studied, they are primarily intended to enhance the immediate educational context.
Kurt Lewin, recognized as the father of action research, introduced the term in 1946, establishing a foundational model characterized by an action-reflection cycle that includes planning, acting, observing, and reflecting This model has since evolved into ongoing cycles of action and reflection, forming a spiral of steps that encompass planning, action, and reconnaissance to evaluate the outcomes of each action.
Figure 3.1: Kurt Lewin action research’s model
Kemmis and McTaggart (1988) introduced a widely recognized model of action research, which mirrors Lewin’s cyclical approach This model consists of four interconnected steps: plan, act, observe, and reflect It highlights the ongoing nature of the process, illustrating how reflection informs subsequent planning stages The planning phase is integrated with action and reflection, creating a self-reflective spiral that serves as a foundation for addressing educational challenges effectively.
The process can be summarized as the figure below:
Figure 3.2: Kemmis and McTaggart action research’s model
Alternative action research models emphasize the various methods through which knowledge is developed during reflection O'Leary's model (2004) highlights that research can evolve in the classroom, driven by teachers' observations that generate new insights He underscores the significance of action research in comprehending real-world contexts and implementing effective action plans.
Figure 3.3: O'Leary action research’s model
Macintyre's (2000) model redefines the action research process as a more chaotic endeavor, suggesting that initial reflections and conclusions serve as guiding principles throughout the research He highlights the importance of flexibility in the planning, acting, and observing stages to ensure a naturalistic approach to research.
Figure 3.4 Interpretation of the action research cycle, Macintyre (2000)
Action research can begin in various ways, such as posing a question, identifying a problem, or exploring a hunch According to Winter, it starts with a question; for Selener, it is a problem; and for Elliot, it is a general idea Typically, these starting points are more practical than theoretical, initiating the action research process In this study, the researcher commenced with a specific problem observed in the classroom: reading skills.
To address the identified issues in English reading comprehension among students, action research was deemed necessary for several reasons This study focuses on problem-solving rather than merely collecting and analyzing data After five weeks of interaction, the teacher-researcher observed persistent weaknesses in students' reading skills and low engagement during online classes, exacerbated by the limitations of the Covid-19 period Conducted by a classroom teacher rather than external researchers, this collaborative effort aims to enhance students' reading comprehension Furthermore, the research is practical, striving to achieve both actionable change and a deeper understanding, thereby bridging the gap between research and practice Consequently, action research emerges as the most suitable approach for this study.
The study selected the action research model developed by Kemmis and McTaggart (1988), which consists of two cycles, to enhance the research quality and ensure it meets the needs of students.
The researcher implemented strategies to minimize the pitfalls of action research, acknowledging that subjectivity is inevitable Despite this, the goal was to demonstrate the effectiveness of the Flipped Classroom as an educational method With a strong commitment to fostering a positive classroom environment, the researcher remained aware of personal biases and designed the study to limit their influence on the outcomes To enhance objectivity, pre-test and post-test assessments were graded by a different teacher, and the results were compiled in an Excel file for analysis.
Grade 10 students frequently struggle with reading comprehension skills, which highlights the importance of the study's findings These results and their implications can be applied to other research involving similar student populations.
Research questions
1 To what extent does the FC improve the students’ reading comprehension?
2 What are the students’ opinions about the FC?
The first research question seeks to determine the extent of change in learners' reading comprehension, while the second question focuses on gathering students' opinions regarding the method used The responses to these questions are crucial for the researcher to identify the most effective strategies for conducting reading lessons with the implementation of the flipped classroom (FC) approach, ultimately aimed at enhancing students' reading skills.
3.3 Context of the study & participants
The study was conducted at a private high school in urban Hanoi, characterized by a limited number of students and teachers, with each subject assigned a single instructor The school did not implement standardized scores for selective student admission The participants included 54 grade 10 students from two classes, all taught by the same teacher, who also served as the researcher.
In 2021, the Covid-19 pandemic significantly impacted education, leading to challenges in teaching as educators worked tirelessly to engage students in online learning The closure of schools affected students' ability to study effectively, resulting in compounded difficulties for both teachers and learners who had to navigate these unprecedented circumstances together.
The research targeted a population of fifty-four students from three English classes, all of the same age but varying in English proficiency levels Diagnostic test results at the beginning of the school year revealed that 15 students (27.7%) were classified as good at English, scoring between 8.0 and 9.0, while 12 students (22.2%) scored between 6.5 and 7.9 Notably, 27 students (50.1%) scored below 6.5, indicating that approximately half of the students were relatively weak in English, with proficiency levels around A1 or A2 according to the CEFR standard, although some reached level B1 Additionally, most students exhibited a lack of confidence in reading exercises.
Consequently, these participants were quickly chosen because the researcher was teaching them They agreed to take part in this study after being invited by the researcher The
The researcher focused on a small population of interest and chose to include all individuals as a representative sample for the questionnaires, considering the entire population as samples.
To select interview participants efficiently, the researcher chose ten students from a pool of fifty-four, representing various English proficiency levels across different classes This selection was further informed by their questionnaire responses, allowing for clarification of any ambiguous answers during the interviews.
3.4 Materials and LMS used in the study
The current study utilizes English textbooks published by the Vietnam Education Publishing House However, it does not adhere to the book's sequence and structure due to the ongoing complexities of the Covid-19 pandemic in various provinces, including Hanoi In response, the Ministry of Education and Training issued Official Dispatch No 4040/BGDĐT-GDTrH on September 16, 2021, providing guidance for the implementation of the 2021 high school curriculum.
In response to the Covid-19 epidemic, the 2022 high school English curriculum, as outlined in Decision No 5209/QD-BGDDT dated November 23, 2012, has undergone significant adjustments to better align with the needs of students during this challenging time.
1 Students do the COMMUNICATION AND CULTURE and PROJECT sections on their own;
2 Encourage students to practice the LOOKING BACK by themselves;
3 Set contents of SPEAKING and LISTENING in SKILLS as homework
4 Encourage teaching of basic and core content in the sections GETTING STARTED (introduction to the overarching topic of the unit), LANGUAGE (focusing on teaching vocabulary, phonics and grammar) For the SKILLS section, focus on teaching Reading skills for the READING section, focus on writing instruction, and practice writing into homework for the WRITING section
Therefore, more time and effort were put to train students necessary skills and lessons Reading was one of the main focuses
In lesson 3 of each unit, there is a Reading lesson In lesson 7 of each unit, there is a
The communication and culture lessons include reading texts that introduce students to cultural topics from Vietnam and around the world These lessons are designed to enhance specific reading comprehension skills, such as scanning and skimming, enabling students to identify the main ideas and locate details within the passages.
Each class conducted one reading lesson weekly, with a three-lesson gap between sessions to allow students adequate preparation time The study, aligned with the revised English syllabus from the MOET's offloading program, focused on lessons 4 and 7 of each unit Consequently, the researcher developed 14 reading lessons across 7 units during the first and second terms.
Table 3.1: The reading lesson in the study
Reading for specific information about acupuncture Scanning strategies
3 Music Reading for specific information about TV shows
Reading for specific information about why people do volunteer work
Guessing word meaning from context
5 Inventions Reading for the main idea and specific information about inventions based on nature Skimming strategies Finding pronoun reference
Reading for general ideas and specific information about gender equality in employment
Reading for specific information about superstition in Viet Nam
Guessing word meaning from context
Reading for general ideas and specific information about new ways to learn English
The school actively promoted the adoption of technology to enhance support for both teachers and students in an online learning environment.
Two workshops were organized for students and teachers to promote the integration of ICT in their learning and teaching practices Additionally, the school adopted Google Classroom as its learning management system, enabling teachers to easily upload educational materials, including videos.
29 assignments and help students access to them prior to the lessons
This platform enables teachers to set deadlines, provide feedback, and assign grades to students, while also notifying them of new assignments and reminders A key element of the Flipped Classroom model is ensuring that students complete video lessons and assignments prior to class Utilizing Google Classroom, the researcher can track student engagement with the materials For those who miss deadlines, a pre-agreed policy is implemented where teachers issue warnings and low scores in the comment box Once students complete their preparations, their scores can be restored This approach has significantly reduced the number of students neglecting their assignments within two weeks.
The videos for each session were created using the screen recording feature of Microsoft PowerPoint, allowing the teacher to easily prepare content without the need for additional recording equipment This integration streamlined the process, minimizing the time spent on video editing The video content focused on reading comprehension skills over an 8-week period, as outlined in Table 3.1, and included new vocabulary from the texts To enhance comprehension skills, the lessons featured short, straightforward paragraphs accompanied by questions.
30 or requirements were added to analyze I instructed students to solve the questions step by step, using sub-skills and tips such as scanning, skimming, finding key words, etc
Materials and LMS used in the study
The current study utilizes English textbooks published by the Vietnam Education Publishing House However, it does not adhere to the book's sequence and structure due to the ongoing complexities of the Covid-19 pandemic in various provinces, including Hanoi In response, the Ministry of Education and Training issued Official Dispatch No 4040/BGDĐT-GDTrH on September 16, 2021, providing guidance for implementing the 2021 high school curriculum.
In response to the Covid-19 pandemic, the 2022 high school English curriculum was adapted based on the pilot program outlined in Decision No 5209/QD-BGDDT, issued by the Minister of Education and Training on November 23, 2012.
1 Students do the COMMUNICATION AND CULTURE and PROJECT sections on their own;
2 Encourage students to practice the LOOKING BACK by themselves;
3 Set contents of SPEAKING and LISTENING in SKILLS as homework
4 Encourage teaching of basic and core content in the sections GETTING STARTED (introduction to the overarching topic of the unit), LANGUAGE (focusing on teaching vocabulary, phonics and grammar) For the SKILLS section, focus on teaching Reading skills for the READING section, focus on writing instruction, and practice writing into homework for the WRITING section
Therefore, more time and effort were put to train students necessary skills and lessons Reading was one of the main focuses
In lesson 3 of each unit, there is a Reading lesson In lesson 7 of each unit, there is a
In the 28 communication and culture lessons, students engage with reading texts that explore cultural topics from Vietnam and around the world These lessons are tailored to enhance specific reading comprehension skills, including scanning and skimming, enabling students to grasp the main ideas and identify key details within the passages.
Each class conducted one reading lesson weekly, with a three-lesson gap between sessions to allow adequate preparation time The study, aligned with the revised English syllabus from the MOET's offloading program, focused on lessons 4 and 7 of each unit Consequently, the researcher developed 14 reading lessons across 7 units during the first and second terms.
Table 3.1: The reading lesson in the study
Reading for specific information about acupuncture Scanning strategies
3 Music Reading for specific information about TV shows
Reading for specific information about why people do volunteer work
Guessing word meaning from context
5 Inventions Reading for the main idea and specific information about inventions based on nature Skimming strategies Finding pronoun reference
Reading for general ideas and specific information about gender equality in employment
Reading for specific information about superstition in Viet Nam
Guessing word meaning from context
Reading for general ideas and specific information about new ways to learn English
The school actively promoted technology adoption to enhance support for both teachers and students in an online learning environment.
The school organized two workshops aimed at training and motivating students and teachers to effectively integrate ICT into their learning and teaching practices Additionally, Google Classroom was selected as the learning management system to facilitate the uploading of educational materials, including videos, by teachers.
29 assignments and help students access to them prior to the lessons
This platform enables teachers to set deadlines, provide feedback, and assign grades to students, while also notifying them of new assignments and reminders A key element of the Flipped Classroom model is ensuring that students complete video assignments before class With Google Classroom, teachers can track who has engaged with the material For students who miss deadlines, a warning is issued in the comment box, accompanied by a low score, which can be recovered upon completion of the assignment This approach has significantly reduced the number of students neglecting their assignments within two weeks.
The videos for each session were created using the screen recording feature of Microsoft PowerPoint, allowing the teacher to easily prepare content without the need for additional recording equipment or extensive video editing These videos focused on reading comprehension skills over an 8-week period, as outlined in Table 3.1, and included new vocabulary from the texts To enhance comprehension skills, the content featured short, simple paragraphs accompanied by questions.
30 or requirements were added to analyze I instructed students to solve the questions step by step, using sub-skills and tips such as scanning, skimming, finding key words, etc
Students participated in a quiz featuring multiple-choice questions created on platforms like Word Wall or Quizizz to assess their understanding They were tasked with rearranging steps for detail-oriented questions and answering queries based on a short paragraph to apply their knowledge Additionally, during vocabulary lessons, students were required to construct sentences using specific words or identify them within the reading material.
Procedure of the study
The study, based on Kemmis and McTaggart’s action research model, was conducted over eighteen weeks during the second semester for 10th graders at a high school in Hanoi The action plan was implemented as outlined in the accompanying table.
Table 3.2: Procedure of the study
Phases of action research Activities
The teacher prepared lesson plans, design pre-test and post-test
Students did a pre-test on reading comprehension skills
- The teacher prepared videos, slides, assignment and quiz for students
- The teacher posted learning material on Google Classroom
- Students watched videos did tasks as assigned before joining the main class
- The teacher and students reflected the content in the videos/ slides
- Students practiced further on the skills under teacher and peer’s support
- The teacher observed teaching learning activity in the classroom, such as class situation, students’ response, students’ homework submission on Google Classroom
- The teacher analyzed the observation result during the teaching process and withdrew some lessons:
+ Time for students to prepare for the lessons should be longer so the teacher need send the videos and slides at least 3 days in advance instead of 2
+ The activities in class time need to be well control in
31 terms of outcome and products + Teacher need to support groups with weaker students more
+ More activities need to be designed for in-class sections to make students, especially good students, more engaged
- In cycle II, the teacher focused on improving the weakness in the cycle 1
- The teacher adjusted the time sending video and slides to students (4 days in advance instead of 2)
- The teacher prepared videos, slides, assignment and quiz for students
- The teacher posted learning material on Google Classroom
- Students watched videos did tasks as assigned before joining the main class
- The teacher and students reflected the content in the videos/ slides
- Students practiced further on the skills under teacher and peer’s support
- Students discussed and presented issues related to the reading topics
- The teacher observed teaching learning activity in the classroom, such as class situation, students’ response, students’ homework submission on Google Classroom
- Students did a post-test, questionnaires and joined interviews
- The teacher evaluated students’ improvement scores from pre-test to post-test, analyzed questionnaires and interviews
- The goal was reached, the action research stopped at cycle 2
Students acquired reading skills using the FC approach According to Hamdan et al
The flipped classroom model, established in 2013, is built on four key principles: a flexible learning environment, a supportive learning culture, intentional content, and the role of a professional educator This approach encourages a shift from teacher-centered to student-centered learning, allowing students to take on more active roles and gain greater control over their education The effective implementation of the flipped classroom relies heavily on these intentional content principles and the guidance of skilled educators.
Before attending class, students were required to watch lecture videos, learn new vocabulary, and research specific topics to build background knowledge, followed by completing online quizzes These video lessons were made available on the online learning platform at least three days prior to the class, allowing students to view them at their convenience, with the option to start, pause, and replay as needed for better understanding Students could take notes on any questions regarding theories or vocabulary and ask the instructor during the online class or post them in the LMS comment box After watching the videos, students completed a quiz to assess their comprehension and confirm they had engaged with the instructional content This pre-class evaluation provided essential feedback to address any misconceptions during class meetings Additionally, the online examination was structured using the platform's quiz feature, and students received notifications each week about new assignments and their due dates immediately after the pre-class activities were posted in Google Classroom.
Upon arriving in class, students had a general awareness of the topic but lacked a complete understanding of the text During the lesson, the teacher facilitated a discussion that allowed students to engage with the material, leading to a thorough exploration of the text and successful answers to all questions.
The in-class meeting commenced with a review session where the instructor recapped key concepts and addressed misunderstandings from quiz results and student questions Students were then organized into pairs or small groups for active learning exercises, starting with a review of their textbook answers The lecturer moved around the classroom, providing feedback and answering queries The remaining class time focused on higher-order thinking exercises, with the instructor serving as a facilitator, guiding students through activities, managing group dynamics, and offering support and feedback.
Instruments for data collection
Instruments "are equipment utilized to collect data from subjects Instruments can take a variety of forms, including tests, oral or written questionnaires, ratings,
In this study, both quantitative and qualitative data were gathered through three primary instruments: pre- and post-tests, questionnaires, and semi-structured interviews, as noted by McMillan (2006: 9).
3.6.1 Pre-test and post-test
The pretest and posttest were designed to evaluate students' reading comprehension before and after the intervention, maintaining the same structure, number of questions, and exercise types to ensure reliability and consistent difficulty levels, while varying the content of each passage Based on the CEFR standard and adapted from the PET textbook's test bank, the tests included 18 multiple-choice questions that assessed various reading comprehension skills, such as identifying main ideas, locating content features, vocabulary, and pronoun references Each correct answer earned one point, with total scores ranging from 0 to 18, and students were given 45 minutes to complete each exam To enhance reliability, the tests were scored using a multiple-choice scoring application by a different teacher, not the researcher The results from the pretest and posttest were analyzed to assess the impact of the intervention on students' reading comprehension and to identify significant differences in learning outcomes over the fourteen-week period.
The reading test, adapted from the PET test bank, underwent a content validity check by an experienced high school teacher Prior to student administration, it was piloted with an additional teacher The researcher modified the PET to align with her students' English proficiency, retaining the text while adjusting the questions and changing the test format to better prepare the students.
A questionnaire, as defined by Brown (2001, p.6), is a written tool that presents respondents with a series of questions or statements requiring them to provide answers either in writing or by choosing from a set of predetermined options There are four main methods for administering questionnaires: in-person, pen-and-paper, and others.
Conducting face-to-face interviews with all fifty-four research participants would be time-consuming Given that all students have access to a computer or smartphone, a computerized questionnaire was utilized in this study to effectively address the second research question.
Prior to distributing the questionnaire to students, an initial piloting phase was conducted, during which I gathered valuable feedback from my advisor, a lecturer This input was instrumental in refining the questionnaire and reducing the initial item pool by identifying unclear, unnecessary, inadequate, and missing elements (Dornei and Taguchi, 2009) As a result, the questionnaire was revised accordingly based on this feedback.
Following a prolonged period of online learning due to the pandemic, students have returned to in-person classes This allowed for the efficient completion of a questionnaire under the direct guidance of the researcher To prevent misunderstandings, the questionnaire was provided in both English and Vietnamese Additionally, the questionnaires were distributed to students via email during an extra lesson after the final term test, ensuring they had ample time to complete it quietly.
The adapted questionnaire, based on the work of Chen Hsieh et al (2017), retained 14 original statements while incorporating additional items to gauge students' views on class time and activities This survey aimed to evaluate students' opinions across four key dimensions: effectiveness, enjoyment, engagement, and overall satisfaction Responses were measured using a 5-point Likert scale, providing a structured way to capture student feedback.
(1) Strongly disagree, (2) Disagree, (3) Neutral, (4) Agree, and (5) Strongly agree
The table below shows five areas in the questionnaires and the number of the statements in each area
Table 3.4: Overview of the questionnaires
(Full form of questionnaires: See in Appendix 1)
At the end of the research, an interview is done to help the researcher find out more
The study utilized semi-structured interviews to explore students' perceptions of the flipped classroom approach in their reading class, focusing on both the challenges faced and the benefits perceived Following the administration of the English reading posttest and questionnaires, interviews were conducted to allow students to elaborate on their responses, as suggested by Dornyei (2007) The interview questions were informed by a combination of literature review and research objectives, and included five open-ended questions adapted from Vuong (2019) to validate survey results and address the second research question.
The interviews commenced with an introduction from the interviewer, outlining the research topic, ensuring participant anonymity, and expressing gratitude for their cooperation Conducted in relaxed settings such as the school yard, canteen, or classroom during breaks, the aim was to create a comfortable atmosphere for participants The researcher sought permission to record the sessions, which lasted approximately 15 minutes and followed a structured format Questions were posed sequentially without time constraints, maintaining neutrality to avoid bias in data quality Participants were encouraged to elaborate on their responses, with additional questions asked for clarity To facilitate open communication, Vietnamese was used when necessary, allowing students to express their views comfortably The audio-recorded interviews were then transcribed and translated into English, marking the completion of the data gathering process and preparation for analysis.
Research procedure
This section describes the specific procedures of the actual research with six phases as summarized in Figure 3.5 below
Procedures of the flipped classroom
- Watch videos/ slides sent at least 2 days in advance
- Learn vocabulary/ strategies to deal with tasks
- Do exercises, quizzes or assignment related to the lesson
- Provide scores/ feedback via Google Classroom
- Reflect the content in the videos/ slides
+ Practice with reading comprehension questions
+ Discuss and present issues related to the reading topics
Survey questionnaires (15 minutes) (Opinions of the Flipped Classroom approach)
Semi-structured interviews (15 minutes/ student)
Figure 3.6: Overview of Research Procedures
The research was conducted over eighteen weeks during the 2021-2022 academic year at a high school in Hanoi, focusing on the reading lessons from the English 10 textbook In the initial week, the researcher introduced the students to the teaching objectives of the study.
The researcher approached the students to discuss their rights and confidentiality before seeking their participation Following this, a pretest was administered under the researcher's supervision, ensuring that the students' test results remained confidential and would not affect their course learning outcomes.
In a classroom where every student had access to a laptop or smartphone with an Internet connection, two reading lessons were conducted in each unit Prior to class, the teacher provided a video or slideshow to introduce the lesson's content, allowing students to prepare effectively After engaging with these materials, students were required to document their learning, complete quizzes, and practice through instructional lectures Initially, the implementation of the Flipped Classroom Model faced challenges, as many students struggled to complete the pre-class activities, with over 50% forgetting to do so in the first week However, as the weeks progressed, students adapted to this learning approach, aided by technology and class policies To ensure accountability, the teacher utilized Google Classroom to track student participation, reminding those who fell behind and grading their efforts based on task completion and quality.
Figure 3.7: Example of how to track students’ preparation
Ensuring that students prepare lessons in advance is essential for effective learning, as it enhances their vocabulary and reading skills in relation to the textbook material Online lessons provide students with additional opportunities to practice and delve deeper into the reading texts.
Data collection and analysis
Data analysis involves organizing information to uncover insights from evaluated test outcomes This research produces two data types: qualitative and quantitative The analysis aims to assess the improvement in students' reading comprehension and their attitudes towards the FC approach.
3.8.1 Pre-test and post-test
The study utilized quantitative data from pre-test and post-test results to address research question #1 A paired samples t-test was conducted to identify differences between the two assessments, which is commonly employed for single-group pre-test and post-test designs This statistical method assesses whether the mean scores of the pre-test and post-test are significantly different (Borg & Gall, 1989) For this analysis, SPSS Version 20 was used to evaluate the data and determine any significant improvements in students' reading skills following the intervention The researcher aimed to ascertain if the flipped classroom paradigm effectively enhanced students' reading comprehension abilities based on the mean score comparison.
The researcher distributed a Google form link to students via email, featuring a well-structured questionnaire with clear instructions After providing a brief overview of the research, including the title, rationale, and purpose, the researcher outlined the number and types of questions, as well as the method for participants to follow The questionnaires were translated into Vietnamese, and participants were encouraged to ask for clarification on any details Notably, no questions were raised by participants during the process.
After all participants completed the questionnaire, the researcher reviewed the fifty-four responses to check for any omissions On average, participants took about ten minutes to finish the questions, and all questionnaires were successfully collected The researcher also expressed gratitude for the participants' involvement.
The second research question involved analyzing responses from a closed-ended questionnaire using SPSS Version 20 Descriptive analysis was employed to calculate the frequency percentage and mean scores for each item To assess the reliability of the questionnaire, Cronbach's alpha was utilized, indicating the degree of similarity among questions within the same target area This measure reflects the relationship between individual items and the overall scale scores, as noted by Creswell.
2013) Some items were taken out to make the scale more consistent, while others were kept to make sure the scale was still accurate
The interviews, based on Vuong (2019), commenced with a short introduction by the interviewer, outlining the research topic and ensuring participant anonymity The researcher expressed gratitude for the participants' cooperation and sought their consent to record the interviews.
The researchers outlined the interview's structure, which lasted approximately 15 minutes, and emphasized a sequential questioning approach without time constraints They maintained neutrality to ensure that personal biases did not affect data quality Participants were encouraged to elaborate on their responses, prompting the researcher to ask follow-up questions for deeper insights To facilitate open communication, interviews were conducted in Vietnamese, allowing students to express their views comfortably.
In the present research, six steps of theme analysis described by Braun and Clarke
(2006) were applied, as shown in Table 3.5
Table 3.5 Phases of Thematic Analysis
Read the interview transcripts carefully to get a feel for the data and write down first ideas
To answer specific research questions, code interesting data features in a systematic way across the whole data set Then, collect the data that goes with each code
3 Search for themes Sort the codes into possible themes and collect all the data that aligns each theme
4 Review themes Check to see if the themes work with the coded extracts and the whole data set, and make a "map" of the themes
Through ongoing analysis to improve the details of each theme and the overall story that the analysis tells, each theme gets a clear name and definition
This is the ultimate opportunity for in-depth analysis, serving as the final chance to examine key extracts that are both vivid and engaging Conduct a thorough analysis of these selected extracts, ensuring to link your findings back to the research question and relevant literature The outcome should be a scholarly report that encapsulates the essence of the analysis.
Table 3.6 below shows an example of how interview script is analyzed and put into themes
Quotation (Raw data) Code Theme
I find the videos are the most effective because I can learn a lot from there Although
Initially, I disliked this learning approach, but it has made me more diligent in completing tasks before attending class Although I was initially reminded by the teacher about deadlines, I now actively monitor notifications on Google to stay on track.
Classroom to know when I have to finish homework
I forgot to watch the video and do the tasks on
Google Classroom in advance, then I understood nothing when joining the lesson
Besides, I am distracted by notifications from social media I can’t ignore them and get to reply immediately, which interrupts my learning the pre-lesson
Lack of self-discipline Participation
Advantages of the FC model
Disadvantages of the FC model
Disadvantages of the FC model
Table 3.6 Example of thematic analysis
Summary
This study explores the influence of the FC model on students' reading comprehension through an action research conducted in the researcher’s classroom The chapter details the study's framework, research design, participant demographics, data sources, collection methods, and analysis techniques It also elaborates on the research methodology, which incorporates both quantitative statistics and content analysis for data evaluation The findings from this analysis will be presented in the subsequent chapter.