Using flipped classroom model to enhance reading comprehension skills for 8th graders in an english center in hanoi
INTRODUCTION
Rationale for the study
In today’s digital and globalized world, English reading comprehension is essential for learners to access international resources and acquire knowledge As English remains the primary medium for academic content and communication, developing effective reading skills is crucial, especially for non-native speakers like Vietnam Reading comprehension not only helps students understand and analyze texts but also enhances critical thinking and lifelong learning skills (Grabe & Stoller, 2011) Additionally, reading is a vital perceptive skill that builds vocabulary and content knowledge, supporting learners’ understanding of academic subjects (Phung & Yen, 2020).
EFL learners often face significant challenges in reading due to limited exposure to vocabulary and reading conventions compared to native speakers Unlike native speakers who develop reading skills through storytelling and social interaction early on, EFL students primarily depend on explicit classroom instruction to build comprehension (Nation, 2009) In Vietnam, this issue is intensified by a teacher-centered approach focused on grammar, translation, and test strategies, which often neglect meaningful interaction with texts (Pham, 2020) As a result, many students become passive readers who struggle to implement effective reading strategies or engage deeply with texts.
With the rapid advancement of digital technology, especially mobile devices and internet-based educational tools, new opportunities have arisen to revolutionize English language instruction The flipped classroom model, which delivers foundational content such as vocabulary, background knowledge, and reading strategies through pre-class videos, enables more in-depth, collaborative in-class activities like summarizing, inferring, and analyzing texts (Bergmann & Sams, 2012) This approach facilitates differentiated learning by allowing students to control the pace of video instruction and revisit complex concepts, catering to diverse learner needs Research indicates that flipped learning enhances student engagement, promotes autonomy, and encourages peer interaction, addressing common limitations of traditional classrooms (Alsowat, 2016) However, scholars note that the application of flipped classrooms in EFL education remains underexplored, particularly at the secondary school level (Abeysekera & Dawson, 2015).
Promoting both English and digital literacy is a national priority in Vietnam, supporting international integration (Phung & Yen, 2020) Effective reading comprehension instruction now emphasizes the use of digital platforms to increase learner participation and independence While flipped learning has gained interest among Vietnamese educators, most research focuses on older students in high school or university, leaving a gap in understanding its impact on younger learners Specifically, there is limited empirical research on how flipped learning works with lower-secondary students in private English centers, who have unique developmental, curricular, and technological access needs.
This study explores the application of the flipped classroom model to improve reading comprehension skills among 8th-grade students at a private English center in Hanoi It evaluates how this innovative, learner-centered approach influences students' reading abilities and their attitudes toward active participation in the learning process The research aims to demonstrate the effectiveness of the flipped classroom in enhancing both academic performance and student engagement in English language learning.
This study targets a younger age group within a non-traditional educational setting to provide valuable, context-specific insights into flipped learning Its findings aim to enrich the growing body of research on flipped classrooms and inform effective classroom practices and curriculum design in English as a Foreign Language (EFL) education in Vietnam By focusing on this demographic, the research contributes to improving pedagogical strategies tailored to Vietnamese EFL learners.
Aims and objectives of the study
This study aims to evaluate the effectiveness of the flipped classroom model in improving English reading comprehension among 8th-grade students at an English center in Hanoi The research explores how integrating flipped learning techniques can positively impact students' understanding and engagement with English texts Findings are expected to demonstrate that implementing the flipped classroom approach enhances overall reading proficiency for middle school learners This investigation highlights the potential of flipped learning to boost student achievement in English language education in Hanoi.
1 To find out the impact of the flipped classroom instruction on students’ reading comprehension performance
2 To explore students’ attitudes toward using the flipped classroom model in learning reading comprehension.
Research questions
This study seeks to address the following research questions:
1 To what extent does the flipped classroom model affect students’ reading comprehension skills?
2 What are students’ attitudes toward the use of the flipped classroom model for reading instruction?
Scope of the study
This study examines 8th-grade students enrolled in an English program at a private language center in Hanoi, focusing specifically on enhancing reading comprehension skills The research implements the flipped classroom model to improve students' understanding and engagement with reading materials Other language skills such as speaking, listening, and writing are not included in this study, allowing a concentrated analysis of reading development through innovative instructional methods.
This study's findings are specific to the teaching and learning environment at the selected English center While these results can provide insights for similar educational contexts, caution should be exercised when generalizing them to broader populations Variations in instructional settings and student backgrounds may influence the applicability and outcomes of these findings.
Method of the study
This study was conducted as an action research project The research instruments included pre-tests, post-tests, questionnaires, and interviews to collect data from the participants
The study utilized pre-test and post-test assessments to evaluate 8th-grade students’ reading comprehension skills before and after a nine-week flipped classroom intervention The pre-test established a baseline of students’ reading abilities, while the post-test measured improvements following the implementation of the flipped model Results demonstrated that the flipped classroom significantly enhanced reading comprehension, providing evidence of its effectiveness in improving student learning outcomes.
A questionnaire was distributed to assess students' attitudes toward the flipped classroom model, focusing on their perceptions of its effects on reading skills and motivation The survey provided valuable quantitative data on their level of engagement with this innovative teaching approach.
Semi-structured interviews with selected participants provided valuable insights into their experiences with the flipped learning model, enriching the study's findings These interviews offered detailed feedback on how students engaged with and interacted within this innovative learning approach, complementing the questionnaire results.
All collected data were analyzed using both quantitative and qualitative methods to ensure triangulation and offer a comprehensive understanding of the flipped classroom’s impact on students’ reading comprehension skills.
Significance of the Study
This study advances the understanding of integrating technology into language education, emphasizing the effectiveness of flipped classrooms in enhancing reading comprehension It highlights how digital tools can be aligned with learner-centered pedagogy to boost cognitive engagement and improve learning outcomes Additionally, the research offers practical strategies for educators to successfully implement the flipped classroom model and optimize student learning experiences.
This article provides valuable insights for curriculum developers and policymakers seeking to implement innovative instructional methods in EFL contexts It offers practical guidance for English centers aiming to enhance reading skills by adopting engaging and flexible learning formats The study serves as a useful reference for educators looking to improve language acquisition through effective, student-centered approaches.
Structural organization of the thesis
This thesis is organized into five chapters, each playing a key role in presenting the research process and outcomes in a coherent and systematic manner
Chapter 1 serves as an introduction to the research topic, outlining the study's aims, objectives, and key research questions while highlighting its significance and scope It explains the rationale behind the study and offers a brief overview of the methodology employed Additionally, this chapter provides an outline of the thesis structure, setting the stage for the subsequent research chapters.
Chapter 2, Literature Review, critically examines existing literature related to reading comprehension and the flipped classroom model in EFL contexts It presents theoretical perspectives on reading instruction, reviews international and Vietnamese studies, and identifies a research gap that the present study seeks to address
Chapter 3, Research Methodology, outlines the research questions and describes the action research approach adopted for the study It details the research setting, participants, and the data collection and analysis procedures to ensure rigor and validity The chapter also explains the instruments used, including tests, questionnaires, and interviews, which are essential for gathering comprehensive data to address the research objectives effectively.
Chapter 4, Data Analysis, Findings, and Discussion examines the collected data to assess the impact of the flipped classroom model on students’ reading comprehension skills The analysis highlights significant improvements in students' understanding and engagement, aligning with existing research on active learning strategies These findings provide valuable insights into how flipped classroom approaches can enhance reading comprehension, directly addressing the study’s research questions and contributing to the broader educational literature.
Chapter 5, Conclusion, summarizes the key findings and reflects on their implications for teaching practice and educational policy It also addresses the limitations of the study and offers suggestions for future research in the field of technology-assisted language instruction This section is followed by the References and Appendices.
LITERATURE REVIEW
Reading
Reading has been defined in various ways by linguists, educators, and language researchers Because each author interprets the term uniquely, pinpointing an exact definition of reading is challenging
Rumelhart (1980) characterizes reading as an interactive activity in which readers actively participate in constructing meaning by connecting the text to their own experiences and background knowledge Rather than merely recognizing and decoding words, readers engage in a dynamic exchange with the text, using prior understanding to make predictions and draw inferences This process allows them to bridge gaps in information and anticipate content, thereby deepening their comprehension and involvement with the material
According to Snow (2002), reading is the active process of deriving meaning from written or printed language by interpreting symbols and letters This definition emphasizes that reading is not just about recognizing words but involves cognitive engagement to construct understanding Readers play a crucial role in interpreting the text, highlighting that reading is a dynamic mental activity essential for meaningful comprehension.
Silberstein (1994) highlights the cognitive complexity of reading, viewing it as an interactive process where readers actively engage with the text to construct meaningful discourse Instead of merely decoding words, reading is a deeper interpretive act that involves the dynamic interaction between the reader’s background knowledge and the content of the text This perspective emphasizes that meaning emerges through this interaction, making reading a complex cognitive activity.
“discourse” suggests that the goal of reading is to comprehend connected ideas rather than isolated words or sentences
Kintsch (1998) frames reading as a series of interconnected cognitive activities, including decoding, word recognition, and understanding meaning in context He proposes that reading involves both basic skills - such as identifying letters and sounds - and higher-level skills - such as interpreting meaning within a broader context This layered perspective shows that effective reading depends on the integration of low-level decoding with high-level comprehension processes
Reading is a developmental process that requires mastering key skills such as phonemic awareness, phonics, fluency, vocabulary, and comprehension, all of which contribute to reading proficiency Phonemic awareness and phonics are essential for connecting sounds to letters, while fluency ensures smooth and accurate reading Vocabulary knowledge and comprehension skills enable learners to understand and derive meaning from texts effectively Together, these foundational components build strong reading abilities essential for literacy development.
This study considers reading as a complex mental activity where active engagement with texts, prior knowledge, and contextual understanding are essential According to scholars like Rumelhart (1980), Kintsch (1998), and Silberstein (1994), reading is a purposeful, meaning-focused interaction rather than a passive decoding process.
Snow (2002) defines reading comprehension as the simultaneous process of deriving and constructing meaning through active engagement with written language This view is consistent with the transactional theory of reading, which emphasizes the mutual influence between the reader and the text Rather than viewing reading as a passive reception of information, this model highlights it as an active cognitive activity in which readers interact with the text by using prior knowledge, forming predictions, posing questions, and synthesizing ideas to form a coherent understanding The focus is on the dynamic relationship between the reader and the written content, where meaning is co-constructed through ongoing mental interaction
Reading comprehension is a multifaceted cognitive skill that involves understanding, recalling, and communicating ideas from a text by integrating new information with existing knowledge (Kintsch, 1998; Perfetti, 1985) It requires a complex interplay of decoding skills, language understanding, and background knowledge, highlighting the interdependence of multiple mental processes essential for meaningful understanding.
Reading comprehension in education is a strategic process that involves deliberate techniques such as prediction, questioning, clarification, and summarization to improve understanding and memory retention (Pressley & Afflerbach, 1995) Explicit instruction in these comprehension strategies is essential to help learners become more skilled and autonomous readers According to Duke and Pearson (2002), reading comprehension is a vital component of effective reading instruction, focusing on teaching students how to interpret, analyze, and critically reflect on texts Educators should equip students with a variety of strategies that promote active, thoughtful reading and critical engagement with textual material.
In this study, I adopt the view that reading comprehension is not merely about decoding texts but is a complex cognitive and strategic process Drawing on the theories of Snow (2002), Kintsch (1998), and Pressley and Afflerbach (1995), I agree that effective reading involves the active construction of meaning through the integration of textual information with the reader’s prior knowledge However, rather than relying solely on one single framework, I combine these perspectives to shape my own approach I believe that supporting learners in applying explicit reading strategies - such as skimming, scanning, making inferences, and identifying text structure - is essential, especially in EFL contexts like Vietnam where students may lack exposure to authentic English reading materials outside the classroom In my view, reading instruction should not only focus on basic decoding skills but should also foster students’ critical thinking, self-reflection, and metacognitive awareness This integrated perspective guides my decision to implement the flipped classroom model, as it provides opportunities for students to prepare cognitively before class and to apply reading strategies more actively and independently during in-class activities
Reading models are theoretical frameworks that explain how readers process written texts to derive meaning, focusing on the cognitive mechanisms involved These models describe key processes such as decoding written symbols, recognizing words, understanding sentence and discourse meaning, and integrating new information with prior knowledge (Grabe, 2009; Kintsch, 1998) Different models emphasize various aspects of reading behavior and cognition, providing comprehensive insights into the complex nature of reading comprehension Among the most prominent models are those that illustrate the diverse strategies and mental processes involved in effective reading.
The bottom-up model conceptualizes reading as a linear process where meaning is constructed by decoding letters into sounds, then words, and ultimately sentences This approach emphasizes the importance of accurate recognition of linguistic input, starting with the smallest units of language (Gough, 1972; Adams, 1990) Recent research continues to explore and validate the effectiveness of bottom-up strategies in improving reading skills, highlighting their significance in literacy development.
A recent study by Caballero and Dioso (2023) found that implementing bottom-up strategies significantly enhances students' reading comprehension, vocabulary, and fluency The research emphasizes that focusing on phonemic awareness and decoding skills provides a solid foundation for developing reading proficiency, highlighting the effectiveness of foundational literacy approaches.
Research by Haniff and Heriyawati (2024) in a vocational school setting highlights that a bottom-up approach effectively improves students' understanding of recount texts Their study underscores the significance of sequential learning, beginning with basic decoding skills and progressing to more advanced comprehension tasks, to enhance overall reading proficiency.
Niculescu and Dragomir (2023) highlighted that bottom-up processing involves decoding fundamental language components like words and phrases to build meaning This cognitive approach is especially beneficial for learners developing essential reading skills, as it emphasizes understanding basic building blocks of language to enhance comprehension.
The flipped classroom model
2.2.1 Definition of flipped classroom model
The flipped classroom model, also known as the inverted classroom or blended learning, is an innovative instructional approach that reverses traditional teaching methods Instead of delivering new content during class and assigning independent work at home, this model has students learn new material outside of the classroom, enabling more interactive and engaging classroom activities This shift enhances student engagement, promotes active learning, and improves comprehension by allowing students to absorb lectures at their own pace before applying knowledge through collaborative exercises Implementing flipped classrooms can lead to better academic outcomes and foster a more student-centered learning environment.
The flipped classroom model transforms traditional learning by delivering initial content outside the classroom via pre-recorded videos, digital readings, and online materials, allowing students to learn at their own pace and revisit concepts as needed Classroom time is dedicated to interactive activities, including discussions, problem-solving, and collaborative tasks, enabling students to apply and deepen their understanding of the material (Bergmann & Sams, 2012) This approach enhances student engagement and promotes active learning environments.
The flipped classroom model is built on the core principle of active learning, encouraging students to engage with course materials before class and participate in meaningful activities that promote higher-order thinking According to Lage, Platt, and Treglia (2000), this approach accommodates diverse learning styles by enabling students to process new knowledge at their own pace, fostering a deeper understanding In this model, teachers act as facilitators or guides, offering timely support and feedback to enhance student application of learned concepts.
The flipped classroom is grounded in Bloom’s revised taxonomy, which categorizes cognitive processes into six levels, facilitating a structured approach to learning In this model, students first develop foundational skills like remembering and understanding during the pre-class phase, allowing classroom time to focus on higher-order skills such as applying, analyzing, evaluating, and creating This alignment promotes deeper engagement, enabling students to think more critically and creatively about the content Research indicates that implementing a flipped classroom can improve literacy skills, foster critical thinking, and increase learner autonomy and responsibility.
The flipped classroom model is an innovative instructional approach that reverses traditional teaching methods by delivering instructional content outside of class via pre-recorded videos This approach reallocates classroom time for interactive activities, discussions, and practical skill application, enhancing student engagement and learning outcomes Implementing the flipped classroom supports active learning and enables students to learn at their own pace outside the classroom.
This research explores the flipped classroom as an effective framework to improve reading comprehension among 8th-grade students By integrating pre-class strategy instruction with in-class reading practices, the approach aims to enhance students’ linguistic competence and cognitive engagement Implementing this model helps students develop better reading skills and fosters active participation, leading to improved academic performance The flipped classroom strategy offers an innovative way to support literacy development through a combination of targeted preparation and interactive learning.
2.2.2 Advantages of the flipped classroom model
The flipped classroom model offers several key advantages that can significantly enhance the learning experience, particularly in developing English writing skills
The flipped classroom significantly boosts student engagement by transforming traditional passive learning into active, student-centered activities Unlike conventional lectures where students mainly listen and take notes, this approach emphasizes discussions, problem-solving, and collaboration, encouraging students to apply concepts actively This active involvement enhances understanding and retention, making learning more effective and immersive.
Personalized learning is a key benefit of digital content, enabling students to learn at their own pace outside of class by revisiting videos, readings, and other materials as needed (Bergmann & Sams, 2012) This flexibility is especially valuable for writing instruction, where students have diverse proficiency levels, as they can pause, rewind, or review content to better understand the material Such features enhance students’ ability to absorb content effectively and prepare more thoroughly for in-class activities.
The flipped classroom also enables more effective use of classroom time In traditional teaching, class time is often spent on delivering content, leaving limited opportunities for interactive activities However, in a flipped classroom, teachers can use the face-to-face time to provide personalized feedback, facilitate group discussions, or conduct peer-review exercises, all of which are crucial for improving writing skills (Bergmann & Sams, 2012) This shift in focus allows for a more dynamic and productive classroom environment, where students can refine their writing through practical application and immediate support from their teacher
Based on established theories by scholars like Bergmann and Sams (2012) and O’Flaherty and Phillips (2015), this study asserts that the flipped classroom model (FCM) provides significant benefits, especially for enhancing EFL reading instruction.
The flipped classroom model promotes active learner engagement by encouraging students to prepare before class with instructional videos and digital materials Unlike traditional teacher-centered approaches, this method transforms students from passive recipients into active participants, enabling more effective use of classroom time for interactive reading, discussions, and guided strategy practice This approach deepens students’ understanding and enhances their reading skills, making learning more engaging and effective.
The flipped classroom enhances personalized learning by allowing students to learn at their own pace outside of class, revisiting materials as needed This approach is particularly beneficial for EFL learners, who may require additional time to master new vocabulary, reading strategies, and text structures Repeated exposure in a flipped model promotes better comprehension, retention, and the development of autonomous learning skills.
The flipped classroom model enhances the efficient use of classroom time by shifting the focus from traditional lecturing to active learning activities Teachers can use in-class sessions to provide immediate feedback, clarify misconceptions, and promote peer collaboration, fostering a learner-centered environment This approach aligns with Bloom’s revised taxonomy (Krathwohl & Anderson, 2010), where foundational skills like remembering and understanding are addressed before class, allowing higher-order thinking skills such as applying, analyzing, and evaluating to be practiced during class time for deeper learning.
In summary, based on these theoretical foundations and my own viewpoint, the flipped classroom model provides significant advantages in terms of engagement, flexibility, and effective classroom management, making it a promising approach for enhancing reading comprehension skills among EFL secondary learners in Vietnam
2.2.3 Disadvantages of the flipped classroom model
Despite the numerous benefits, the flipped classroom model also presents some challenges that need to be carefully considered
A major disadvantage of the flipped classroom model is its dependence on technology, as it relies heavily on digital content like pre-recorded lectures and online resources Students need reliable access to devices such as computers or internet-enabled devices to effectively engage with the materials In areas with limited technological resources, this reliance creates significant barriers, especially in under-resourced communities where access to digital tools is not widespread (Berge, 1998).
The Attitude/Motivation Test Battery (AMTB)
The Attitude/Motivation Test Battery (AMTB), developed by Gardner (2004), is a widely recognized instrument designed to assess learners' attitudes and motivation in second language acquisition Grounded in the socio-educational model, the AMTB evaluates constructs such as integrativeness, attitudes toward the learning situation, motivation, instrumental orientation, language anxiety, and parental encouragement Its comprehensive framework has been instrumental in understanding the affective factors influencing language learning across diverse contexts (Gardner, 2004)
According to Gardner (2004), the AMTB includes several key components:
- Motivational Intensity – the effort a learner puts into language learning
- Desire to Learn the Language – the extent to which a learner wants to learn the language
- Attitude toward Learning the Language – the learner’s emotional response to language learning
- Attitude toward the Language Community – cultural interest and openness toward the target language group
- Language Anxiety – nervousness or fear experienced when using or learning the language
- Instrumental Orientation – motivation driven by practical benefits (e.g., job, education)
- Integrative Orientation – motivation driven by a desire to connect with the target language community
In this study, Gardner’s Attitudes/Motivation Test Battery (AMTB) was adapted and simplified to assess students’ attitudes toward the flipped classroom model rather than general language learning The original AMTB, consisting of over 100 items, was not fully utilized; instead, key constructs relevant to the flipped classroom were incorporated into a concise 12-item Likert-scale questionnaire tailored for this research, ensuring focused and effective measurement of student attitudes.
Specifically, the study focused on two AMTB-related constructs: attitude toward the learning situation and motivational intensity These components are highly relevant to flipped classroom contexts, as they help capture learners’ emotional responses to new methods of instruction and the degree of effort they are willing to invest The items in Part 2 (A1–A6) of the questionnaire (See Appendix 7) were directly influenced by these two constructs, addressing students’ engagement, motivation, and preferences related to the flipped learning experience
This section explores how attitudes toward instructional materials influence learner behavior in technology-enhanced learning environments While Part 1 (E1 - E6) emphasized the impact of pre-class videos on reading skills—though not explicitly part of the AMTB framework—it was inspired by the broader concept of learners' attitudes By integrating Gardner’s framework with flipped learning principles, the study provides a solid theoretical foundation for understanding how affective factors, such as motivation and perceptions, shape student engagement and success in active learning contexts.
The choice to utilize the AMTB framework was driven by its proven effectiveness in second language education and its adaptability across diverse instructional settings Given that the flipped classroom model promotes learner autonomy, motivation, and self-regulation, AMTB provided a valuable structure to analyze students' emotional and behavioral responses to this innovative teaching approach.
Previous studies
International research on the flipped classroom model in EFL contexts consistently demonstrates its effectiveness in enhancing reading comprehension across diverse countries, age groups, and educational settings These studies highlight the significant potential of the flipped classroom to improve language learning outcomes Synthesizing these findings provides valuable methodological insights and reveals contextual factors that have informed the design of current research, making it relevant for educators seeking innovative approaches to EFL instruction.
A prominent pattern across the literature is the positive impact of flipped instruction compared to traditional methods For example, Abaeian and Samadi
A 2016 study involving 100 Iranian female EFL learners found that those taught through flipped classroom methods—using pre-class video lectures and in-class reading activities—achieved significantly higher reading comprehension scores, especially among intermediate learners Similarly, Karimi and Hamzavi (2017) conducted research with 50 young adult EFL learners at an English center in Isfahan, Iran, revealing that the flipped classroom group outperformed the traditional instruction group in post-test results analyzed via ANCOVA Their findings also showed increased learner autonomy, motivation, and engagement with flipped learning, highlighting its cognitive and affective advantages for English language learners.
Huang and Hong (2016) conducted a study with 77 tenth-grade EFL students in Taiwan, comparing flipped classroom instruction—pre-class video-based reading tasks combined with in-class practice—to traditional teaching methods Their findings revealed that the flipped group achieved higher reading comprehension scores and demonstrated enhanced ICT literacy, indicating that flipped instruction not only improves academic performance but also fosters essential digital competencies.
Aidinlou et al (2017) found that flipped instruction generally enhances reading comprehension among Iranian high school students, but its effectiveness varies based on individual learning styles The study highlights the importance of tailoring instructional methods to accommodate learners' preferred ways of processing information, emphasizing the role of individual differences in the success of flipped learning interventions.
Research indicates that interactive and cooperative methods enhance flipped classroom outcomes For example, Herlindayana et al (2017) found significant reading comprehension improvements among Indonesian tenth graders using pre-class videos combined with in-class reading tasks, with students also reporting increased engagement and enjoyment Similarly, Chavangklang and Suppasetseree (2018) demonstrated that EFL university students in Thailand participating in flipped cooperative learning outperformed peers in traditional instruction on reading comprehension tests, while also experiencing higher motivation and improved classroom interaction These studies highlight the added value of integrating social learning strategies into flipped classroom models to boost student engagement and academic achievement.
Recent studies on online and pandemic learning demonstrate the effectiveness of flipped instruction in remote settings Kasmaini and Riswanto (2024) found that Indonesian high school students who engaged in flipped learning—using pre-class video lectures and online tasks—showed significant improvements in post-test scores compared to traditional online teaching Fahmi et al (2024) reported that first-year Indonesian university students benefited from schema-activation strategies, with both flipped and non-flipped groups showing better comprehension, while video-based pre-reading activities were especially impactful in the flipped group However, learner observations highlighted challenges in self-regulation, emphasizing the importance of scaffolding to support independent online learning.
Ardi et al (2023) conducted a mixed-method study with Indonesian high school students engaging in five flipped reading lessons, demonstrating significant improvements in reading comprehension through pre- and post-tests Students reported that the flipped classroom format was enjoyable and motivating, leading to increased engagement and better learning experiences This research highlights the effectiveness of flipped learning in enhancing student comprehension and fostering positive attitudes towards reading education.
International studies consistently demonstrate that flipped instruction enhances reading comprehension across various contexts and learner groups These studies also emphasize methodological approaches such as quasi-experimental designs, ANCOVA, mixed methods, and the integration of quantitative and qualitative data, which have informed the current research design Although existing research confirms cognitive and emotional benefits of flipped learning, there remain gaps in understanding its effectiveness in exam-specific tasks like Cambridge PET reading exercises and in supporting learners' self-regulation challenges.
Over the past decade, research in Vietnam has increasingly focused on implementing the flipped classroom model to enhance English language instruction While initial studies primarily targeted higher education, there is now a rising trend toward applying flipped learning in secondary schools to improve reading comprehension These studies highlight both the successes and challenges of adopting flipped classrooms in Vietnam, providing valuable insights and identifying gaps that inform ongoing and future research in this educational approach.
Several Vietnamese studies have confirmed the effectiveness of flipped instruction for enhancing reading comprehension For example, Phung and Yen
A 2020 quasi-experimental study involving 52 eleventh-grade EFL students at a Mekong Delta high school compared the effectiveness of a flipped classroom model with traditional teaching methods The study revealed that students in the flipped group, who engaged in video-based pre-class preparation and in-class reading activities, achieved significantly higher reading scores than their counterparts Additionally, the flipped classroom fostered more positive learner attitudes, highlighting its dual benefits for cognitive development and motivation These findings support the efficacy of flipped learning in enhancing English reading skills and student engagement.
Research by Nhac (2021) at Hanoi Law University demonstrated that flipped instruction enhances learning outcomes in Legal English courses for second-year students The study compared a flipped classroom, where students engaged with pre-recorded videos and participated in case-based discussions, to traditional lecture methods Results showed that the flipped group outperformed the control group in both reading comprehension and vocabulary acquisition, indicating the effectiveness of active learning strategies Student feedback highlighted increased understanding and engagement, suggesting that flipped learning promotes both language development and content mastery in ESP (English for Specific Purposes) contexts.
Research in Vietnam demonstrates that flipped learning models are highly effective across various language skills For example, Thinh (2021) found that integrating online pre-class lectures with in-class reading activities significantly improved students’ reading comprehension, engagement, and promoted a learner-centered approach Additionally, Nguyen et al (2019) showed that incorporating reading-related video scaffolding in a flipped writing course enhanced students’ reading-to-write skills and understanding of source texts, emphasizing the strong link between reading and writing in EFL education.
Numerous studies highlight both the benefits and challenges of flipped learning in student perceptions and implementation For instance, Vuong, Tan, and Lee (2018) identified key difficulties such as self-regulation struggles, increased pre-class workload, and limited access to technology among Vietnamese university students Similarly, Vuong, Keong, and Lee (2019) found that although flipped instruction improved test scores and student engagement in high school English grammar, managing pre-class tasks posed significant challenges, emphasizing the necessity for clear scaffolding and learner support Additionally, Nguyen and Nguyen (2022) revealed that while flipped learning enhanced classroom effectiveness and learner understanding in high school EFL settings, it required careful instructional design to optimize teacher feedback and peer interaction These findings underscore the importance of addressing implementation challenges to maximize the benefits of flipped classroom models.
Recent studies have also extended flipped learning to other language skills, providing valuable methodological insights transferable to reading instruction Hau
In 2022, a university English speaking course successfully implemented a flipped classroom model by integrating pre-class videos and in-class communicative tasks Pre- and post-test evaluations demonstrated significant improvements in students' speaking performance, while student surveys indicated high satisfaction and engagement levels This research reinforces that flipped learning promotes active skill development, offering valuable insights for strategy-based reading lessons as well.
Vietnamese studies consistently show that flipped learning enhances student comprehension, boosts motivation, and supports national reforms focused on developing communicative skills and learner autonomy However, challenges such as learner self-regulation, technological access, and workload management must be addressed to ensure successful implementation of this effective teaching approach.
Summary
This chapter explores essential theoretical concepts related to reading comprehension and the flipped classroom model, forming the foundation of the research It reviews various definitions and perspectives on reading and comprehension, emphasizing the cognitive and interactive nature of the reading process as highlighted by scholars like Rumelhart (1980) and Kintsch (1998), to provide a comprehensive understanding of these key educational strategies.
This chapter reviews major reading models, highlighting the interactive model as the most suitable framework for this study, and introduces the flipped classroom model along with its benefits and challenges, supported by works from Bergmann & Sams, O’Flaherty & Phillips, and Krathwohl & Anderson Evidence from international and Vietnamese research indicates that the flipped classroom approach effectively enhances language skills, particularly reading comprehension, across various educational contexts However, most studies focus on tertiary or upper-secondary students, with limited research on lower-secondary learners in private English centers in Vietnam Ultimately, this chapter establishes the theoretical foundation for the study by combining the interactive reading model and the flipped classroom approach, justifying the investigation into how flipped instruction can improve reading comprehension skills among 8th-grade EFL students in this specific setting.
RESEARCH METHODOLOGY
Restatement of the research questions
This study seeks to address the following research questions:
1 To what extent does the flipped classroom model affect students’ reading comprehension skills?
2 What are students’ attitudes toward the use of the flipped classroom model for reading instruction?
This study examines the effectiveness of the flipped classroom model supported by digital videos in improving 8th-grade students' reading comprehension skills at a private English center The research explores two key questions: first, the measurable academic outcomes of reading instruction through the flipped approach, and second, students’ perceptions and experiences with this innovative learning method By addressing these questions, the study aims to provide comprehensive insights into both the academic benefits and learner responses of implementing flipped learning in a lower-secondary EFL context, highlighting its potential to enhance English language education.
Research design
Creswell (2014) identifies various research designs in education, such as experimental, correlational, survey, ethnographic, narrative, grounded theory, mixed methods, and action research For this study, an action research design was chosen because it effectively supports classroom-based inquiry and professional development This approach enables systematic investigation and improvement of teaching practices within real educational settings The rationale for selecting this design and its procedural steps are discussed in detail below, ensuring alignment with educational research standards.
Action research is a practical and reflective process where teachers systematically investigate and enhance their own teaching practices (Wallace, 1999; Burns, 2010) It emphasizes solving specific classroom challenges and improving student learning outcomes rather than seeking broad generalizations (Ferrance, 2000; Mills, 2011) In applied linguistics, action research is highly valued for addressing real-world problems and developing practical solutions that directly benefit language teaching and learning environments (Burns, 2010; Koshy, 2005).
This study employs action research as a teacher-led, reflective, and cyclical inquiry process focused on enhancing classroom practices Building on Burns (2010) and Wallace (1999), it recognizes action research not only as a practical problem-solving method but also as an effective professional development tool Specifically, the research investigates the impact of the flipped classroom model on students’ reading comprehension, aligning with the dual roles of teachers as practitioners and researchers within real educational settings.
3.2.2 Reasons for choosing action research
This study utilizes an action research design based on Nunan's (1992) principles, emphasizing its effectiveness for real-time investigation of teaching practices The implementation of a flipped classroom model supported by digital videos aimed to improve 8th-grade students' reading comprehension skills at a private English center Conducted within an authentic classroom setting, the research focused on addressing the specific challenge of enhancing students' reading abilities, making action research an ideal methodology for this context.
Action research focuses on generating practical, context-specific insights rather than universal conclusions, making it highly responsive to student needs This study aimed to evaluate the effectiveness of the flipped classroom model while simultaneously improving instructional strategies for immediate impact Its iterative and flexible nature allows for continuous reflection and adjustment, enabling teachers to refine their approaches and promote professional growth By integrating these principles, action research enhances classroom instruction through practical, targeted solutions that adapt to real-time challenges.
This study employs action research to enhance instructional practices and evaluate their effectiveness in a specific educational context Suitable for teacher-researchers, this approach facilitates the investigation and refinement of pedagogical innovations like the flipped classroom model Through continuous reflection and data-driven adjustments, action research offers a flexible yet systematic framework for assessing how flipped instruction impacts students' reading comprehension Additionally, it supports professional development by enabling educators to effectively refine their teaching strategies.
Action research is fundamentally cyclical and adaptable, with various models designed to guide its effective implementation Initially introduced by Lewin in 1946, the concept involves an iterative cycle of observation, reflection, action, and evaluation, highlighting its dynamic and reflective nature Building upon Lewin’s framework, Susman in 1983 proposed a five-phase model that includes diagnosing, planning action, taking action, evaluating, and specifying learning, further emphasizing the developmental and reflective aspects of action research These models collectively underscore the importance of continuous improvement and adaptability in the research process.
Nunan (2001) outlined a seven-step process for effective educational research, starting with identifying a specific problem and proceeding through preliminary fact-finding, planning, implementation, evaluation, refinement, and dissemination This comprehensive model emphasizes the importance of informed intervention and empirical assessment to ensure successful outcomes By following this structured approach, educators and researchers can improve the effectiveness of their initiatives through careful planning and ongoing evaluation.
Burns (2010), however, offers a simplified four-stage model specifically designed for classroom-based studies: planning, action, observation, and reflection
During the planning phase, teachers identify key problems and develop targeted interventions The implementation stage focuses on executing these strategies effectively within the classroom setting In the observation phase, data collection is essential to evaluate the impact of the intervention on student learning Finally, the reflection stage allows teachers to analyze results, draw meaningful conclusions, and plan future instructional steps for continuous improvement.
The 4 stages action research cycle adapted from Burns (2010, p.9)
This study utilizes Burns’ (2010) four-phase action research model—planning, action, observation, and reflection—due to its clarity, practicality, and suitability for classroom-based research Specifically designed for teacher-practitioners, Burns’ framework enables systematic yet flexible inquiry aligned with real-time teaching, allowing educators to implement and assess pedagogical changes effectively Its manageable structure facilitates ongoing monitoring and adaptation, making it ideal for interventions like the flipped classroom that depend on continuous observation of student engagement and learning outcomes.
This study followed a structured process, beginning with the planning phase where the need to enhance students’ reading comprehension was identified, and a digital video-based flipped classroom model was carefully designed During the action phase, the intervention was implemented over several weeks, enabling students to engage with pre-class videos and participate in comprehension-focused activities during class The observation phase involved collecting data through pre- and post-tests, student questionnaires, and semi-structured interviews to evaluate the intervention’s impact Finally, in the reflection phase, the collected data were analyzed to assess the effectiveness of the flipped classroom approach and to inform future instructional improvements.
Research context
This study was conducted at a reputable private English center in Hanoi, Vietnam, where the researcher is employed as an English teacher The center offers a diverse range of English programs designed for children and adolescents, including General English courses and exam preparation for international certifications like Cambridge English (Starters, Movers, Flyers, KET, PET) and IELTS The teaching staff consists of approximately ten qualified instructors, all holding at least a bachelor's degree in English language teaching or a related field, with many having additional training in teaching Cambridge English exams.
The center features modern facilities like air-conditioned classrooms, interactive whiteboards, and internet-connected devices, supported by a comprehensive learning management system These advanced resources create an ideal environment for digital and student-centered learning approaches, including innovative models such as the flipped classroom.
This study focuses on 8th-grade students enrolled in the Cambridge KET-to-PET transition program, who are preparing to advance from A2 to B1 level according to the CEFR framework These pre-intermediate students utilize reading texts and tasks adapted from the Complete PET textbook to enhance their language skills The course emphasizes the development of all four language competencies, with particular emphasis on reading comprehension, recognizing its crucial role in academic success and real-life communication.
Assessment at the center is comprehensive and ongoing, including diagnostic placement tests, bi-weekly progress checks, and end-of-course exams that mirror official Cambridge test formats Teachers continuously evaluate student progress through classroom observation, collaborative activities, and reflective tasks to support learning Despite this structured approach, students often face challenges with analyzing long and complex texts, unfamiliar vocabulary, and more advanced question types like matching headings and inferring meaning, highlighting areas for targeted support and development.
The center is adopting innovative teaching approaches, such as a flipped classroom model using digital pre-class videos to enhance vocabulary and reading strategies This approach promotes learner autonomy, maximizes classroom efficiency, and supports improved engagement and comprehension In-class time is dedicated to collaborative practice and teacher-guided tasks, aligning with the center’s commitment to academic success through internationally recognized curricula and tailored to its infrastructure and learner profile.
Participants
This study involved 20 eighth-grade students enrolled in a Cambridge PET preparation course at a private English center in Hanoi, who were at an A2+ proficiency level transitioning toward B1 on the CEFR framework Having completed a KET-level program, these students were now developing more advanced skills to prepare for the PET exam, with most having studied English for four to six years They demonstrated basic familiarity with essential reading strategies such as skimming, scanning, and identifying main ideas However, diagnostic feedback and classroom observations revealed ongoing challenges in understanding longer texts, handling unfamiliar vocabulary, and applying inference and synthesis skills when answering comprehension questions.
This study focused on a class taught by the researcher during the intervention period, enabling consistent monitoring and instructional adjustments To enhance the validity and reliability of reading assessments, the researcher collaborated with an experienced colleague specialized in Cambridge English qualifications, including PET and IELTS Both educators independently scored students’ pre- and post-tests using adapted rubrics aligned with Cambridge PET reading descriptors, ensuring objective evaluation Any scoring discrepancies were discussed and resolved through consensus, further ensuring accuracy and consistency in assessment outcomes.
Research procedures
This study employed an action research design as conceptualized by Burns
A 2010 study examined the effectiveness of the flipped classroom model in enhancing 8th-grade students' reading comprehension skills in preparation for the Cambridge PET exam The intervention spanned nine weeks, comprising 36 in-class lessons and pre-class flipped learning activities Students participated in four 60-minute lessons each week, supported by pre-class materials such as instructional videos and interactive tasks designed to foster engagement with key content This approach maximized classroom time for active reading exercises, strategy development, and personalized teacher support, while the pre-class phase encouraged learner autonomy and thorough preparation.
This study followed Burns’ four-phase action research cycle, beginning with planning where the flipped classroom approach was designed and pre-class video materials were developed The action phase involved implementing the flipped learning model in the classroom to enhance student engagement and learning outcomes During the observation phase, various data were collected, including quantitative measures such as tests and questionnaires, and qualitative insights through interviews Finally, in the reflection stage, the collected data were analyzed to assess the effectiveness of the intervention and to draw meaningful conclusions about its impact on the learning process.
In the first week, students completed a Pre-Test aligned with the PET reading format, featuring multiple-choice, matching, and gap-fill questions to assess their initial reading comprehension skills This baseline assessment identified students' strengths and weaknesses, enabling the teacher to customize instruction for more effective learning outcomes.
Students were introduced to the flipped classroom model, where they would engage with digital video lessons at home and complete comprehension tasks in class, promoting active learning The teacher provided guidance on using Google Classroom, the platform for accessing videos, assignments, and supplementary materials, ensuring students were familiar with the technological tools needed This initial orientation helped students understand their responsibilities and prepared them for a successful transition to the flipped learning format.
In the acting phase of this action research, the flipped classroom model (FCM) was systematically applied to enhance the reading comprehension skills of 8th-grade EFL students preparing for the Cambridge English: Preliminary (PET) exam The course followed the textbook Complete PET by Emma Heyderman and Peter May
The 2010 publication by Cambridge University Press is tailored specifically for B1 level learners The nine-week intervention included a total of 36 in-class lessons, with four 60-minute sessions scheduled each week Each week focused on a PET-oriented unit, structured into four lessons to ensure comprehensive coverage of the material (see Appendix 1).
At the start of each week, a Student Learning Guide (SLG) was distributed to students and parents via Google Classroom and Zalo, providing a structured overview of the week's learning Teachers then explained to both parents and students how to effectively utilize the SLG for home-based learning, ensuring clear understanding The SLG detailed the weekly topic, key reading strategies, pre-class video links, learning objectives, and specific in-class reading tasks, serving as a comprehensive roadmap This guide facilitated students' understanding of the link between pre-class preparation and classroom activities, promoting effective time management and setting clear expectations for learning outcomes.
The flipped classroom intervention centered on pre-class video learning activities conducted at home before each lesson To maximize pedagogical effectiveness, the instructional videos were carefully designed or adapted, each kept under 45 minutes to enhance student engagement and prevent cognitive overload, in accordance with Mayer’s multimedia learning principles Some videos were personally created by the teacher using screen recording tools, ensuring content accuracy and alignment with PET reading tasks and lesson objectives from the Complete PET textbook These teacher-made videos modeled essential reading strategies, such as skimming for main ideas, scanning for details, distinguishing fact from opinion, and solving multiple-choice comprehension questions, providing clear, step-by-step guidance for students.
To enhance the learning experience, some videos were adapted from reputable educational sources such as Cambridge English official videos and BBC Learning English These sources provide authentic, high-quality explanations and examples directly aligned with the PET exam framework, ensuring consistency with the study’s instructional goals When adapting external videos, the teacher carefully selected segments that precisely matched the specific task types, maximizing their relevance and effectiveness for exam preparation.
Students are expected to watch instructional videos at home prior to each reading lesson, take notes on three key points in their learning journals, and complete a five-question comprehension quiz via Google Forms These quiz results are submitted through Google Classroom, allowing teachers to monitor student participation and engagement effectively This process enhances active learning and ensures consistent assessment of student understanding.
To ensure student accountability, students who did not complete pre-class tasks received reminder messages, with repeated non-participation resulting in follow-up support or additional assignments Targeted interventions, such as one-on-one guidance and small group review sessions, were provided to students struggling with the material or independent learning skills Parental involvement was actively encouraged, especially during the initial weeks, with the researcher communicating via email and Zalo to advise parents on how to support their child's flipped learning routine.
In class, the teacher focused on facilitating interactive and collaborative reading activities rather than delivering new content Students engaged in pre-reading, while-reading, and post-reading stages, involving vocabulary reviews, PET-style reading exercises such as matching headings, multiple-choice questions, and identifying opinions These activities, adapted from Cambridge PET Preparation materials, ensured authenticity and exam relevance The teacher’s role was to guide, provide feedback, and support students in effectively practicing and applying reading strategies.
Throughout the nine-week program, a consistent cycle of pre-class preparation, active in-class learning, and ongoing feedback was maintained to enhance student outcomes This structured approach helped learners develop strategy awareness, improve their reading skills, and boost confidence in handling PET-style tasks By combining flexible home-based preparation with effective interactive classroom practice, students achieved significant progress in their language proficiency.
During the observation phase, systematic monitoring and data collection were conducted to evaluate the effectiveness of the flipped classroom model The assessment focused on student engagement with pre-class videos, active participation in in-class reading activities, and progress in applying reading strategies aligned with PET exam tasks This comprehensive approach ensured a thorough understanding of how the flipped classroom impacts student learning and exam preparedness.
The teacher consistently monitored students' progress in pre-class preparations by utilizing Google Classroom to track completion of video tasks and comprehension quizzes Key data such as quiz scores, learning journal entries, and the frequency of video engagement offered valuable insights into students’ level of preparation and understanding.
In cases where students did not complete pre-class tasks, their participation levels and performance in class were noted, which helped identify learners who required additional support
Data collection instruments
This study comprehensively evaluated the effectiveness of the flipped classroom model in improving 8th-grade students' reading comprehension skills through a mixed-methods approach Quantitative data from pre- and post-tests measured students’ academic progress, while a student questionnaire assessed their attitudes and engagement with flipped learning Additionally, semi-structured interviews provided in-depth insights into students’ experiences and perceptions, offering a holistic understanding of how the flipped classroom impacts reading comprehension and learner motivation.
3.6.1 Pre-test and post-test
To evaluate students’ reading comprehension development, a pre-test was administered in Week 1, followed by a post-test in Week 11 of the 12-week program This approach allowed for effective measurement of progress before and after the implementation of the flipped classroom intervention.
Both tests adhered to the Cambridge English: Preliminary (PET) reading format, comprising 32 multiple-choice and matching questions across five typical PET reading parts These include matching descriptions to texts, matching notices and signs, true/false comprehension questions, and multiple-choice questions related to longer texts.
4), and a gapped text with missing words (Part 5) The test format remained consistent between the pre- and post-tests to ensure comparability
The pre-test was designed to align with A2+ language proficiency standards, providing an appropriate baseline for assessing students' initial reading skills In contrast, the post-test increased in difficulty to a B1 level, utilizing content from Units 1 to 9 of the Complete PET textbook by Heyderman and May (2010), published by Cambridge University Press This progression allowed the post-test to effectively evaluate both general reading comprehension and students’ mastery of vocabulary, text types, and reading strategies practiced during the intervention, ensuring a comprehensive assessment of their development.
Student performance was assessed out of 32 points based on Cambridge PET scoring guidelines, with each correct answer earning 1 point and a maximum raw score of 32 To evaluate student levels, raw scores were converted to the Cambridge English Scale (CES) according to official Cambridge standards The correspondence between raw scores and CEFR levels is detailed in Appendix 4, providing a clear framework for interpreting exam results within the European language proficiency scale.
Raw Score (out of 32) CEFR Level
To ensure scoring reliability, the tests were independently evaluated by the researcher and a fellow English teacher with PET teaching experience at the same language center Any discrepancies in marking were addressed through discussion, promoting consistency and fairness in the assessment process.
This study examined students’ progress in reading comprehension skills and their attitudes toward the flipped classroom model using a comprehensive questionnaire The questionnaire assessed students’ perceptions of the flipped classroom approach, focusing on their experiences with pre-class digital video learning integrated with in-class reading activities The findings provide insights into how the flipped classroom impacts students’ reading comprehension development and their overall attitudes toward this innovative instructional method.
The construction of the questionnaire was theoretically grounded in Gardner’s
The 2004 Attitude/Motivation Test Battery (AMTB) assesses affective factors in language learning, including motivation, attitudes, and anxiety For this study focused on reading comprehension within a flipped classroom setting, the original AMTB was adapted to incorporate features of flipped learning, such as pre-class digital videos and in-class strategic reading exercises This adaptation also reflects learner-centered instructional approaches, emphasizing the motivational and emotional advantages of flipped instruction as discussed by O’Flaherty and Phillips (2015) and Chavangklang & Suppasetseree (2018).
The questionnaire was designed to assess two key areas: the perceived effectiveness of flipped learning in enhancing reading comprehension sub-skills such as skimming, scanning, and inferring, and learner attitudes including motivation, engagement, confidence, anxiety reduction, and autonomy It emphasizes that active pre-class preparation fosters the development of reading strategies and skills, a concept rooted in cognitive learning theory (Bloom’s revised taxonomy, Krathwohl & Anderson, 2010) Additionally, the second section examines affective factors using Gardner’s (2004) framework and insights from Dornyei, highlighting the role of motivation and emotional influences in successful flipped learning experiences.
(2001) on learner motivation and engagement
The questionnaire included 12 closed-ended Likert-scale items (ranging from strongly disagree to strongly agree) and was divided into two parts (see Appendix 7):
- Part 1 (Items E1–E6): Focused on students’ perceptions of how pre-class videos supported their reading comprehension skills
Part 2 explores students' overall attitudes toward the flipped classroom model by assessing their engagement, motivation, and enjoyment of flipped lessons compared to traditional teaching methods The study also examines students' willingness to continue using the flipped learning approach in the future, highlighting their perceptions of its effectiveness and benefits Findings indicate that students generally find the flipped classroom more engaging and motivating, with many expressing a preference for this innovative learning method These positive attitudes suggest that the flipped classroom has the potential to enhance student interest and sustained commitment to active learning.
The bilingual (English and Vietnamese) questionnaire was administered during the final week of the intervention (Week 12) under teacher supervision to ensure students fully understood the questions and to encourage honest responses This instrument collected valuable quantitative data on learner attitudes, complementing test results and interview findings, thus contributing significantly to addressing the second research question of the study.
To gain deeper insights into students’ experiences with the flipped classroom model, semi-structured interviews were conducted with five students during Week 12 of the study, providing rich qualitative data that surveys may not capture According to Kvale (1996, 2003), interviews are effective for eliciting narrative data and accessing participants' personal perspectives, enabling a nuanced understanding of their experiences Researchers like Cohen et al (2007) and Hamza (2014) highlight that interviews help explore how learners construct and negotiate meaning in natural settings Importantly, interviews allow students to express their thoughts, feelings, and learning experiences in their own words, deepening the overall understanding of their engagement with the flipped classroom approach.
The interviews aimed to explore students' attitudes toward the flipped classroom model and their development in reading comprehension skills, providing deeper insights beyond the quantitative data from questionnaires This qualitative approach revealed why students felt engaged or challenged and offered a personal perspective on their experiences with the flipped learning process Additionally, the interviews helped identify underlying factors influencing student perceptions that might not be captured through closed-ended survey questions, thereby enriching the understanding of the effectiveness of flipped classroom strategies.
The interview protocol included open-ended questions that encouraged students to reflect on their benefits and learning gains from the flipped classroom model, their engagement with digital materials, and their perceptions of challenges faced during implementation Each interview lasted approximately 5 to 10 minutes and was conducted in Vietnamese to ensure students felt comfortable and could express themselves clearly, providing valuable insights into their learning experiences.
Interviews were conducted in Vietnamese to ensure students’ comfort and accurate responses, each lasting approximately 5 to 10 minutes With prior permission, sessions were audio-recorded, then transcribed and translated into English for thorough analysis Participants were purposefully selected based on their pre- and post-test performance and questionnaire responses, ensuring a comprehensive understanding of their experiences and insights.
The selected participants were coded as S1 to S5 for confidentiality:
The participants of the interviews
Code Gender Performance Level Improvement
S3 Female Medium Steady but not outstanding
S4 Male Low Some challenges reported
S5 Female High Strong engagement and progress
Data analysis methods
3.7.1 Pre-test and Post-test
This study assessed the impact of the flipped classroom model on students' reading comprehension performance through a pre-test and post-test, analyzed quantitatively with SPSS version 20 The tests adhered to official assessment standards, enabling a reliable comparison of students’ reading skills before and after the intervention The results demonstrated that the flipped classroom approach significantly improved students' reading comprehension, highlighting its effectiveness in enhancing learning outcomes.
The Cambridge English: Preliminary (PET) Reading section consists of 32 multiple-choice and matching questions across five parts, designed to assess students’ reading skills This exam evaluates the ability to understand the main ideas, identify specific details, interpret meaning in context, and read for gist Preparing effectively for the PET Reading format can enhance your comprehension skills and improve exam performance.
Each correct answer was awarded 1 point, with the maximum raw score being
32 To interpret student performance, raw scores were mapped onto the Cambridge English Scale (CES) in accordance with official Cambridge guidelines The approximate equivalents between raw scores and CEFR levels are as follows:
- Below 18 correct answers → Below A2 level
Pre- and post-test scores were analyzed using SPSS, with data entered under the variables “Pretest” and “Posttest.” Descriptive statistics—including mean, standard deviation, minimum, and maximum values—were calculated to assess overall student performance before and after the 9-week flipped classroom intervention.
A paired samples t-test was conducted to assess the significance of changes in student performance over time The analysis compared mean scores from pre-test and post-test assessments, with a significance level set at p < 0.05 Results indicated whether observed differences were statistically significant, and 95% confidence intervals were reported to estimate the true mean difference between the two testing periods.
This statistical analysis demonstrates that the flipped classroom model, utilizing pre-class instructional videos and in-class reading strategy practice, significantly enhances reading comprehension at the PET level The study highlights how incorporating these innovative teaching methods leads to measurable improvements in students' reading skills Implementing a flipped classroom approach with targeted instructional videos and strategy exercises can effectively boost language proficiency and academic performance.
The data collected from the student questionnaire were analyzed using descriptive statistics in SPSS The questionnaire included 12 Likert-scale items, which were grouped into two main dimensions:
- E1 - E6: Items related to the perceived effectiveness of flipped learning in improving reading skills
- A1 - A6: Items related to students’ general attitudes and motivation toward the flipped classroom model
Analysis of student responses revealed key insights into their perceptions and engagement with digital videos for pre-class preparation Mean scores and standard deviations indicated trends in how useful students found digital videos, highlighting their increasing preference for this innovative learning approach over traditional reading lessons The findings suggest that students are more engaged and perceive digital videos as a valuable educational tool, supporting the shift towards digital and multimedia-based instruction.
To ensure internal consistency of the questionnaire, Cronbach’s alpha was computed The resulting coefficient was above 0.7, indicating a high level of reliability for the instrument
This study analyzes data from five student interviews using qualitative content analysis to explore their experiences with the flipped classroom model Each participant's responses were examined individually, focusing on their answers to identify meaningful patterns, recurring ideas, and representative quotes The goal was to uncover key insights and themes that highlight students' perceptions and engagement within the flipped learning environment.
All interviews were conducted in Vietnamese to ensure participant comfort and clarity Transcriptions were made verbatim and carefully translated into English to enable systematic coding and analysis To enhance reliability and minimize bias, the translated transcripts were cross-checked by both the researcher and an experienced English teacher.
The analysis process adhered to the thematic analysis methodology, which involved familiarizing with the data, generating initial codes, identifying overarching themes, and reviewing and naming these themes to ensure accuracy Throughout this process, sub-categories were developed within each theme to capture specific issues, enhancing the depth and clarity of the findings This rigorous approach ensures a comprehensive understanding of the data, making it highly relevant for SEO-focused content on qualitative research methods.
Summary
This study employed an action research methodology based on Burns’ (2010) four-stage model—planning, action, observation, and reflection—to investigate the effectiveness of the flipped classroom model in enhancing reading comprehension among 8th-grade students at a private English center in Hanoi Over a 12-week period, 20 participants engaged in both quantitative and qualitative data collection methods, including pre- and post-tests, a post-intervention questionnaire, and semi-structured interviews Data analysis involved SPSS for descriptive statistics, reliability tests, and paired samples t-tests, complemented by qualitative analysis of interview responses to provide a comprehensive understanding of the intervention’s impact.