04051002183 using digital videos in a flipped classroom model to develop english language writing skills among grade 10 students at a high school in hanoi
INTRODUCTION
Rationale for the study
In the 21st century, English writing proficiency has become a critical skill in the context of globalization As English continues to function as a global lingua franca, it plays an essential role in both academic and professional advancement worldwide (Graddol, 2006) Writing, in particular, is an important component of language proficiency, as it allows individuals to express their ideas, convey information clearly, and participate in various formal and informal communication scenarios (Hyland, 2003) Therefore, the ability to write effectively in English is crucial for students aiming to succeed in academic and professional environments (Cumming,
However, teaching English writing skills still presents certain challenges in Vietnam, even under the 2018 General Education Curriculum which emphasizes competency-based and student-centered approaches Although recent curriculum reforms encourage active learning and the development of communicative competence, many classrooms still rely on traditional methods that focus heavily on grammar exercises and controlled practice As a result, students often struggle to produce coherent and creative written texts in English (Nguyen & Boers, 2018) This situation indicates a need for more innovative and practical teaching strategies that promote active language use, critical thinking, and real-life writing tasks, rather than mere rote memorization (Liu, 2009; Hyland, 2009)
To address these challenges, the flipped classroom model has emerged as an innovative and effective pedagogical approach In contrast to traditional teaching methods, the flipped classroom model reverses the typical learning sequence by providing instructional content, such as digital videos, outside of class This approach allows in-class time to be dedicated to active learning, such as
2 discussions, problem-solving, and collaborative exercises (Bergmann & Sams,
2012) By shifting the focus to active learning, teachers can engage students in more meaningful activities that support the development of writing skills The use of digital videos within this model provides a flexible and multimodal learning experience, accommodating various learning styles and enabling students to engage with material at their own pace (Chauhan, 2017) Additionally, the incorporation of technology in the flipped classroom enhances students’ opportunities to access content anytime and anywhere, promoting independent learning and increasing their motivation (O’Flaherty & Phillips, 2015)
This study aims to investigate the effectiveness of using digital videos within a flipped classroom model to develop English writing skills among grade 10 students at a high school in Hanoi Specifically, it seeks to explore whether this approach can enhance students’ writing proficiency in areas such as coherence, structure, and creativity By combining out-of-class video instruction with in-class writing activities, this research assesses the potential of the flipped classroom model to improve students’ writing abilities in an innovative and engaging manner.
Aims and objectives of the study
The aim of this study is to investigate the effectiveness of using digital videos in a flipped classroom model to enhance English writing skills among grade 10 students at a high school in Hanoi It focuses on assessing whether integrating digital videos as part of out-of-class learning, combined with in-class writing practice and teacher feedback, leads to improvements in students’ writing proficiency In particular, the study aims to develop students’ writing sub-skills, including brainstorming ideas, outlining main points, organizing paragraphs, using appropriate cohesive devices, and revising drafts for clarity and accuracy
The objectives of the study are as follows:
1 To determine the impact of digital videos in a flipped classroom model on students’ writing skills
2 To evaluate students’ attitudes toward using digital videos for writing
Research questions
This study seeks to address the following research questions:
1 To what extent does the use of digital videos in a flipped classroom model impact students‟ writing skills?
2 What are students‟ attitudes toward the use of digital videos in the flipped classroom model to improve their writing skills?
The underlying assumptions in the provided research questions are as follows:
- It is assumed that digital videos, when incorporated into the flipped classroom model, can have an impact on various aspects of students’ writing, such as coherence, structure, and creativity
- Students may have distinct attitudes toward using digital videos for writing instruction, and that these attitudes can provide valuable insights into the effectiveness and engagement of the flipped classroom model It further assumes that students’ attitudes play a role in the success of this teaching method
These assumptions are based on the researcher’s understanding of the educational context in which the study is conducted They provide a foundation for exploring the research questions related to the use of digital videos in a flipped classroom model to enhance writing skills The study will gather data and evidence to either confirm or challenge these assumptions, offering insights into how digital videos impact students’ writing skills and their attitudes toward this approach in the context of grade 10 English instruction in Hanoi.
Scope of the study
This study focuses on grade 10 students at a high school in Hanoi, specifically examining the effectiveness of using digital videos in a flipped classroom model to improve English writing skills The intervention targets the development of coherence, structure, and creativity in students’ writing The study was conducted in
10 weeks, with students engaging in out-of-class video lessons and in-class writing practice and feedback sessions The scope is limited to writing skills, and the findings will not address other language skills such as speaking, listening, or
The findings of this study are specific to the context of the high school in Hanoi where the research is conducted As such, the results may not be directly applicable to other educational settings or populations The research is aimed at understanding the impact of the flipped classroom model within this particular social and educational environment, and the outcomes may vary if implemented in different schools or regions.
The methodology of the study
This study employed an action research methodology to explore the effectiveness of the flipped classroom model, supported by digital videos, in enhancing the writing skills of grade 10 students Action research was chosen for its practicality and its ability to facilitate immediate, real-time improvements in teaching practices This methodology aligns with the study’s goal of addressing specific challenges in the classroom by reflecting on and adjusting instructional strategies throughout the research process The study was conducted over a ten-week period at a high school in Hanoi, Vietnam, involving 45 grade 10 students
Data collection was carried out through multiple instruments to ensure a comprehensive assessment Pre-test and post-tests measured improvements in students’ writing skills, while a self-reported questionnaire provided insight into students’ attitudes toward the flipped classroom approach Additionally, semi- structured interviews were conducted to gain deeper qualitative insights into students’ experiences with the model The combination of quantitative and qualitative data allowed for a well-rounded evaluation of both the impact on students’ writing performance and their perceptions of the flipped classroom model’s effectiveness The methodology aimed to provide actionable insights into how this innovative approach could improve writing instruction in secondary education.
Significance of the study
This study offers valuable insights into the potential benefits of using digital videos
5 within a flipped classroom model to enhance English writing skills It contributes to the existing body of knowledge on the flipped classroom approach and its application in language learning, particularly in developing writing proficiency The findings provide a theoretical understanding of how digital technology can be integrated into language education to foster student engagement and enhance learning outcomes
For educators, this study provides a practical framework for incorporating digital videos and flipped classroom strategies into their teaching practices, aiming to increase student engagement and improve writing skills Curriculum designers can use the findings to inform the development of future English curricula that effectively combine digital content with active, student-centered classroom practices For policymakers, the study highlights the importance of embracing innovative teaching methods like flipped classrooms to create a more modern and effective education system Ultimately, this research seeks to improve students’ writing skills and engagement, preparing them for success in global communication and professional environments.
Structural organization of the thesis
This thesis is organized into five chapters, following the standard structure of a master’s thesis:
This chapter introduces the study, providing an overview of the research background, aims, objectives, research questions, scope, and significance of the study It establishes the context for exploring the use of digital videos in a flipped classroom model to enhance English writing skills
This chapter reviews relevant literature on the development of English writing skills, the flipped classroom model, and the integration of digital videos in language learning It also discusses previous studies that examine the effectiveness of flipped
6 learning approaches for improving writing skills and presents the theoretical frameworks supporting the research
This chapter outlines the research design, methodology, and data collection procedures It details the use of action research as the primary approach, describing participant selection, the intervention (use of digital videos), and the methods used to assess students’ writing skills Additionally, it discusses the data analysis techniques employed to answer the research questions
This chapter presents the findings derived from the data analysis, addressing the research questions It explores the impact of the flipped classroom model with digital videos on students’ writing skills and their attitudes toward the approach The results are discussed in relation to the literature reviewed in Chapter 2
The final chapter summarizes the key findings, discusses their implications for teaching practices and curriculum design, and offers recommendations for future research and practical applications in educational settings It concludes with reflections on the study’s contributions to the field of English language teaching This section is followed by the References and Appendices
LITERATURE REVIEW
Writing skills
Writing is widely considered one of the most challenging skills among the four main language competencies - listening, speaking, reading, and writing - due to its multifaceted nature and the demands it places on learners Mastery of writing goes beyond having a wide vocabulary and understanding grammar rules; it requires cognitive skills such as critical thinking, organizing thoughts coherently, crafting persuasive arguments, and effectively defending a thesis Additionally, the need for cohesive and coherent written output increases the complexity, especially when learners lack proficiency in one or more components of writing (Graham & Perin, 2007)
For learners of English as a Foreign Language (EFL), writing is often regarded as the most difficult skill to acquire This challenge stems from the necessity to understand the rhetorical structures of the target language and use the language appropriately for clear communication (Matsuda, 2019) According to Langan
(2000), students often perceive writing as an innate talent rather than a skill that can be developed through practice and learned strategies This belief may result from a lack of awareness about the specific techniques that can enhance writing proficiency
Irvin (2010) defines academic writing as a form of communication that prioritizes clarity, precision, and a structured approach to presenting research and arguments Academic writing is crucial for engaging in scholarly discussions and advancing knowledge within specific fields
In conclusion, writing can be understood as an action, a social process, or a skill that demands significant time and practice Collaboration with teachers and peers plays a vital role in improving language skills Teachers are central to guiding students in refining their abilities and becoming proficient writers Following Nunan’s (2000) view, writing is considered the most challenging linguistic skill because of its intricate demands on learners, making it an ideal focus for this study’s investigation
2.1.2 The importance of writing in L2 learning
Ur (1996) identifies three distinct purposes of writing The first considers writing as a tool for engaging with language components beyond the act of writing itself, enabling students to focus on and practice specific language elements through writing tasks The second perspective views writing as an end goal, with both
"micro" and "macro" writing activities aimed at enhancing students’ writing skills The third category sees writing as both a means and an end, combining purposeful, original writing tasks with the practice of other skills or content
Doff (1988) emphasizes the significance of writing for students at lower levels of English as a second language, highlighting its necessity for study and examination purposes At this stage, writing plays a crucial role in supporting language acquisition and academic performance
Tribble (1996) provides several reasons for the importance of writing, particularly in the context of school education Writing helps students practice language skills
9 such as grammar and vocabulary while also promoting creative language use and critical thinking Writing activities allow learners to apply and consolidate their knowledge in real-world contexts
More recent studies emphasize the continued significance of writing in modern language education Hyland (2019) underscores the evolving role of writing in both academic and professional settings, noting that writing serves as a means for students to articulate and communicate complex ideas, particularly in digital formats Additionally, writing is seen as a tool for fostering deeper cognitive engagement, enabling learners to organize and reflect on their thoughts (Graham & Perin, 2018)
In conclusion, for students learning a second or foreign language, writing provides immediate benefits such as language practice and exam preparation Furthermore, it offers long-term advantages, including professional opportunities, creative expression, and cognitive development Writing thus remains a fundamental skill for academic success and future career growth
2.1.3 Writing requirements for 10th grade students in Vietnam
The Ministry of Education and Training (MOET) in Vietnam has outlined specific requirements for writing instruction aimed at grade 10 students These guidelines focus on developing students’ writing skills in a comprehensive manner, ensuring that they are well-prepared for both academic and professional environments One key aspect emphasized in the MOET guidelines is the encouragement of creative and critical writing Activities such as writing essays and participating in writing clubs help students express their ideas clearly and persuasively, fostering their ability to engage in independent thought and articulate their viewpoints effectively (Vietnam Ministry of Education and Training, 2021) This approach aligns with the broader educational goal of promoting critical thinking and problem-solving skills among students
In addition to fostering creativity, the MOET places significant importance on continuous assessment in the writing process Regular written assignments, homework, and group projects allow teachers to monitor students’ progress and
10 provide constructive, personalized feedback This feedback is essential for helping students identify their strengths and weaknesses, allowing them to improve over time The role of feedback is critical in supporting student development, as it helps refine their writing skills and ensures that they meet the expected academic standards (Bui, 2020) Such regular assessments contribute to a more engaging and dynamic learning environment
Moreover, the MOET encourages the use of diverse teaching materials to enhance writing instruction These materials include literary texts, news articles, academic papers, and online resources, which broaden students’ knowledge and expose them to various writing styles and formats By engaging with a range of sources, students not only improve their writing skills but also expand their general knowledge, which is essential for producing well-rounded written work (Nguyen, 2019) This emphasis on varied resources helps to ensure that students develop a strong foundation in both academic and real-world writing practices
The integration of information technology in the classroom also plays a significant role in the MOET’s requirements The use of word processing software, digital writing platforms, and online forums creates an interactive and modern learning environment Technology enables students to engage more effectively with their writing tasks and provides them with tools to revise and refine their work It also allows teachers to provide timely feedback and engage with students in real-time discussions, facilitating a more personalized learning experience (Pham, 2020) As the digital world becomes increasingly important in both education and professional fields, these technological tools are essential for preparing students to thrive in the modern workplace
Previous studies
Several studies have explored the effectiveness of the flipped classroom model in improving English language skills, particularly writing, at the secondary school and university levels These studies suggest that the flipped classroom model, when combined with digital videos, can lead to significant improvements in students’ writing abilities
In flipped classrooms, students receive learning materials before class so they can familiarize themselves with the content ahead of time and engage in student- centred, interactive activities during class Among various pre-class resources such as readings or audio, videos are the most commonly used and have become almost synonymous with flipped learning (Londgren et al., 2021; Amstelveen, 2018; Çakiroğlu et al., 2020; Hew & Lo, 2018) Research by Bordes et al (2021) showed
22 that students preferred asynchronous videos over reading tasks, and having a regular video schedule encouraged them to prepare for lessons Pulukuri and Abrams (2021) found that students who used videos for preparation performed better than those who read textbooks Moreover, students’ perceived usefulness of these videos was positively linked to their satisfaction and perceived learning gains (Das et al., 2019) Therefore, this study treats digital videos as a key tool for pre-class learning in flipped classrooms
Zhang and Xu (2019) conducted a study at a high school in China with 120 students, examining the impact of the flipped classroom model combined with digital videos on students’ writing skills The researchers employed a quasi- experimental design, with one group of students participating in a flipped classroom and the other following traditional teaching methods The study found that the flipped classroom group showed greater improvement in the organization and coherence of their writing The researchers attributed this success to the interactive nature of the classroom activities, such as peer reviews and group discussions, and the opportunity for personalized teacher feedback They concluded that the flipped classroom approach was effective in enhancing writing skills, particularly in terms of structure and clarity
Sawalha (2018) investigated the effect of the flipped classroom model on writing skills among 80 Jordanian students Using a mixed-methods approach, the researcher compared two groups of students: one group that received traditional teaching and another that experienced the flipped classroom model The study found that the flipped classroom significantly improved students’ writing fluency, organization, and argumentation skills The students in the flipped classroom group were able to produce more coherent and logically structured essays compared to those in the traditional classroom The researcher attributed these improvements to the increased opportunities for peer feedback and the interactive nature of the flipped classroom, which allowed students to actively engage with writing concepts Zhao and Wang (2020) studied the integration of digital videos in a flipped
23 classroom model for English writing at a Chinese university with 100 participants The study used a quasi-experimental design to compare the effectiveness of the flipped classroom model with traditional teaching methods The findings showed that students who engaged with digital videos outside of class were better able to revise their drafts, leading to more coherent, creative, and well-organized writing The study emphasized the importance of high-quality, engaging video content in maintaining student interest and ensuring the effectiveness of the flipped classroom approach The researchers concluded that the integration of digital videos into the flipped classroom helped enhance students’ writing proficiency
Bergmann and Sams (2012), the pioneers of the flipped classroom model, also conducted studies focusing on high school students They observed significant improvements in both the quantity and quality of student writing when flipped classrooms were implemented Their study highlighted the value of shifting class time from passive lectures to interactive, student-centered activities These activities, such as peer review sessions and group discussions, helped students refine their writing through collaboration and real-time feedback The researchers found that the flipped classroom model increased student engagement and fostered more meaningful learning experiences, especially in writing
Kim, Kim, Khera, and Getman (2014) conducted a study at a U.S high school with
75 students, exploring the impact of the flipped classroom on student engagement and performance in writing assignments The study employed a pretest-posttest design, and the results indicated that students in the flipped classroom showed greater improvement in their writing skills, particularly in drafting and revising The study also found that students reported higher levels of motivation and engagement in the flipped classroom compared to traditional settings The researchers concluded that the flipped classroom model, supported by digital resources, positively influenced both the quality and quantity of student writing
Similarly, Ariani and Kustati (2024) examined the impact of the flipped digital classroom model and student engagement on English writing skills at an Indonesian
24 university Using a two-way ANOVA, the study compared students who used pre- class videos with those who followed traditional instruction Results revealed that the flipped digital classroom significantly improved students’ writing scores and that student engagement played a crucial role in maximizing learning outcomes The authors highlighted that digital videos should be designed to support autonomous learning and provide clear, relevant explanations to prepare students for in-class writing activities
Kawinkoonlasate (2024) investigated the use of a digital-flipped classroom for enhancing writing skills among Thai EFL learners The study involved pre-class video lessons combined with online writing exercises Findings indicated that students improved their writing accuracy and organization, and reported higher motivation and satisfaction with the learning process The study suggested that combining videos with scaffolded in-class tasks enables students to apply writing techniques more effectively, thus bridging the gap between theory and practice Taken together, these international studies consistently demonstrate that the flipped classroom model, especially when supplemented with digital videos, can significantly enhance various aspects of students’ writing skills, including organization, coherence, argumentation, drafting, and revising A common feature across these studies is the shift from passive lecture-based instruction to more interactive, student-centered learning, which provides greater opportunities for peer feedback and teacher guidance However, while these studies show improvements in general writing performance, they tend to focus on broader writing aspects rather than systematically addressing specific sub-skills that students need to master according to a structured curriculum
In Vietnam, the flipped classroom model has been less widely implemented, but several studies have explored its potential in improving writing instruction and student engagement in the Vietnamese educational context
Trinh and Le (2014) conducted a study in high schools in the Mekong Delta region
25 with 150 students, examining the limitations of traditional English writing instruction They observed that the traditional method often focused on grammatical accuracy and lacked engagement, critical thinking, and creativity The authors highlighted the potential of the flipped classroom model to address these issues by promoting more interactive, student-centered approaches They also noted the challenges of implementing such methods in a system where traditional teaching practices were deeply ingrained, including resistance from both teachers and students to non-traditional methods
Nguyen (2019) explored the effectiveness of the flipped classroom in a Vietnamese high school with 120 participants, focusing specifically on writing skills development The study used a mixed-methods approach, combining surveys, interviews, and student assessments The results indicated that students in the flipped classroom group showed greater improvement in their writing, particularly in terms of organization and clarity The study also found that students appreciated the flexibility of learning outside of class, which allowed them to engage with the content at their own pace However, the study also highlighted some challenges, such as the need for reliable internet access and the students’ initial unfamiliarity with the flipped classroom model
Phan and Le (2017) investigated the impact of flipped learning on the writing skills of 100 Vietnamese university students The researchers used a quasi-experimental design, comparing the writing skills of students in a flipped classroom with those in a traditional classroom The study found that the flipped classroom model improved students’ ability to organize their ideas, develop coherent arguments, and revise their writing effectively The authors concluded that the flipped classroom, when combined with interactive activities such as peer feedback, could significantly enhance students’ writing abilities However, they noted that successful implementation of the model requires teacher training and sufficient technological resources
Ngo (2018) conducted a study on the use of flipped classrooms for English language learning at a high school in Hanoi with 90 students The study examined how flipped
26 learning, supported by video resources, influenced students’ writing development The results indicated that students showed improvements in their writing skills, particularly in coherence and argumentation The study highlighted the importance of teacher guidance during in-class activities, where students could receive real-time feedback on their drafts Despite the positive outcomes, the study noted that some students faced difficulties in managing their learning outside of class due to a lack of self-discipline
Research gap
While numerous studies have examined the effectiveness of the flipped classroom model in improving English writing skills, much of the existing research has focused on international contexts such as China, Jordan, or Western countries (e.g., Zhang & Xu, 2019; Sawalha, 2018; Zhao & Wang, 2020) These studies provide valuable evidence that integrating digital videos into a flipped classroom can enhance general writing performance, particularly in terms of organization, coherence, and argumentation However, there is still a lack of research exploring how this model can be adapted to the specific needs and curriculum requirements of Vietnamese high schools
In Vietnam, as noted by Trinh and Le (2014), writing instruction at the secondary level remains largely traditional, with an emphasis on grammatical accuracy rather than the development of critical thinking, creativity, or clear text organization Although some local studies (e.g., Nguyen, 2019; Ngo, 2018) have begun to explore flipped learning for writing, they often do not systematically address the development of specific writing sub-skills aligned with the national curriculum or textbooks like Tieng Anh 10 – Global Success Furthermore, there is a limited number of studies applying action research in high school settings, where teachers test and refine such methods in real classroom practice
Given this gap, the present study seeks to contribute to the literature by implementing an action research project in a high school in Hanoi It aims to examine how the flipped classroom model, supported by carefully designed digital videos, can develop clearly defined writing sub-skills - such as brainstorming ideas, outlining main points, organizing paragraphs, using cohesive devices, and revising drafts for clarity and accuracy - among grade 10 students This focus not only addresses a practical need in the Vietnamese context but also extends previous
28 findings by providing a more detailed and curriculum-relevant perspective on flipped learning for writing.
Summary of the chapter
This chapter has explored the various theoretical foundations of teaching writing, emphasizing the cognitive, social, and creative aspects of writing as essential components of developing strong writing skills It discussed the importance of writing in language learning, highlighting its role in academic and professional success The review also focused on the flipped classroom model, explaining its advantages and disadvantages in comparison to traditional teaching methods The flipped classroom model, supported by digital videos, has been shown to enhance student engagement, provide personalized learning experiences, and make better use of classroom time The literature review also examined previous studies on the flipped classroom model, both internationally and in Vietnam, showing promising results in improving writing skills However, a gap exists in research specific to the Vietnamese context, particularly at the high school level This gap presents an opportunity for further research, particularly through action research, to explore how the flipped classroom model can be effectively implemented in Vietnamese high schools to improve English writing skills among grade 10 students
RESEARCH METHODOLOGY
Research question reinstated
This study aims to address the following research questions:
1 To what extent does the use of digital videos in a flipped classroom model impact students‟ writing skills?
2 What are students‟ attitudes toward the use of digital videos in the flipped classroom model to improve their writing skills?
These research questions are central to evaluating the effectiveness of the flipped classroom model, supported by digital videos, in enhancing the writing skills of grade 10 students The first question explores the measurable improvements in students’ writing skills, while the second question focuses on students’ attitudes toward the integration of digital videos in their writing class These questions guide the investigation into both the objective outcomes and the subjective experiences of students participating in the flipped classroom intervention.
Research design
Action research is a well-established approach in applied linguistics, valued for its practicality and empirical nature According to Burns (2010), action research allows practitioners to investigate and enhance their teaching practices through reflection and localized inquiries This research methodology is ideal for exploring specific educational challenges and improving teaching strategies in real-time Koshy (2005) further emphasizes that action research is grounded in the goal of initiating positive
30 change in educational practices Through collaborative efforts, action research involves not only teachers but also students and sometimes even parents or administrators, fostering a community-driven approach to problem-solving
In this study, action research was chosen for its practical benefits and its ability to provide immediate feedback on teaching interventions The primary aim was to assess the effectiveness of the flipped classroom model, supported by digital videos, in improving grade 10 students’ writing skills Action research, with its focus on reflective practice to assess and adjust teaching strategies throughout the study It is particularly suited for addressing classroom-specific challenges, such as the lack of engagement in writing tasks, by providing immediate, actionable insights
The decision to implement one cycle of action research was due to the time limit for the submission of the thesis for the university and school curriculum, which could be a limitation of this study.
Research setting
This research was conducted at a high school located in Hanoi, Vietnam, which is recognized as one of the top-performing institutions in the city The school is part of the high-quality education system and has earned a strong reputation for academic excellence As of the 2023-2024 school year, the school consists of 116 classes with a total of 3,657 students It is situated in Dịch Vọng Hậu Ward, Cầu Giấy District, Hanoi The school features modern facilities, including academic buildings, sports areas, and educational experience centers, designed to provide students with a conducive learning environment
The teaching staff is highly qualified, with many teachers recognized as excellent at the city level, and a team of experts both locally and internationally contributing to the school’s academic development The school has held national standard status since 2006 and has been acknowledged multiple times by the Hanoi People’s Committee for meeting high-quality educational criteria With a focus on both academic rigor and physical well-being, the school offers an integrated approach to
31 education that balances knowledge acquisition with extracurricular activities, promoting both intellectual and physical development
The school places a strong emphasis on English language education, offering a bilingual program that includes nine English lessons per week This program is enhanced through a partnership with a well-known educational organization, allowing students to access high-quality language instruction Despite these strengths, student participation in writing activities, particularly creative writing, remains limited This is largely due to the curriculum’s focus on exam preparation, which prioritizes subjects like grammar and vocabulary that are crucial for high school entrance exams, rather than creative and critical writing
As part of this research, I aimed to explore how the flipped classroom model, combined with digital videos, could be applied to improve the writing skills of grade 10 students at the school By using this innovative approach, the research seeks to address the challenges posed by the current curriculum and provide students with greater opportunities to engage with writing in more creative and interactive ways, ultimately enhancing their writing proficiency
3.3.2 Textbook, curriculum, testing and assessment
The "English 10 Global Success" textbook, designed for grade 10 students in Vietnamese secondary schools, is part of a four-book series aimed at enhancing students’ English proficiency across the four core skills: listening, speaking, reading, and writing This textbook was created under the leadership of Prof Dr Hoàng Văn Vân as the general editor and Dr Hoàng Thị Xuân Hoa as the chief editor It follows the curriculum guidelines set by the Ministry of Education and Training (MOET) The textbook is divided into thematic units that cover a wide range of topics, such as family life, human-environment relations, music, and social issues
Each unit in the "English 10 Global Success" textbook is designed to provide a comprehensive language learning experience The units include various key components that promote active engagement from students These components
32 consist of vocabulary introduction, vocabulary practice, grammar lessons, reading passages, speaking activities, listening exercises, writing tasks, and communication and culture sections Specifically, each unit is structured with a ―Getting Started‖ section, which introduces the unit’s main topic, followed by sections on
―Language‖ (for grammar and vocabulary practice), ―Reading‖ (to provide context and model writing), ―Speaking‖ (to practice oral communication skills), ―Listening‖ (for developing listening comprehension), ―Writing‖ (where students engage in writing exercises), and ―Communication and Culture/CLIL‖ (which focuses on communication skills and content-based learning) The units conclude with
―Looking Back‖, a review section to reinforce learning, and ―Project‖, a final task where students apply what they’ve learned in a creative or research-based way The curriculum emphasizes a balanced approach to developing all four language skills, integrating grammar and vocabulary practice within meaningful, real-world contexts By connecting language learning to topics relevant to students’ daily lives and academic needs, the textbook fosters a communicative approach that encourages students to use English for real-life communication
In terms of testing and assessment, both formative and summative assessments are used to monitor and evaluate students’ progress Formative assessments include quizzes, vocabulary and grammar exercises, and speaking tasks, which help teachers identify areas where students need further support These assessments also provide opportunities for immediate feedback, which is crucial for improving language skills Summative assessments typically take the form of end-of-term exams, where students are tested on their proficiency in reading, listening, speaking, and writing Writing is an essential part of these exams, and students are evaluated on their ability to write coherent, well-structured responses, demonstrating their grammar and vocabulary knowledge
The writing assessment rubric is based on four key categories: content (the clarity and relevance of the ideas), organization (the logical structure and coherence of the writing), vocabulary (the appropriateness and range of vocabulary used), and
33 grammar (the correctness and complexity of grammatical structures) Due to the emphasis on grammar and vocabulary for the university entrance exams, the writing section often receives limited focus, contributing only a small portion of the total score This limited emphasis on writing in assessments has resulted in a decreased focus on writing skills in the classroom, where tasks tend to prioritize accuracy over creativity or critical thinking
To sum up, the "English 10 Global Success" textbook provides a well-rounded approach to language learning, but the current curriculum’s limited focus on writing, coupled with the small weight of writing tasks in assessments, presents challenges for students’ writing development This situation highlights the need for alternative teaching methods, such as the flipped classroom model, to provide students with more opportunities to practice writing and enhance their writing skills.
Participants
The study group comprised forty-five 10th grade Vietnamese students studying English as a non-major subject at a high school located in Hanoi, all of whom were selected because they were being taught by the researcher at the time When the study began, the students had just started their first semester in grade 10 and all had at least seven years of English education However, some of them struggled with English, as demonstrated by their low grades, particularly in writing, which they found challenging to improve Despite these difficulties, none of the students had previously used any specific method to enhance their writing skills
As part of the research process, a female teacher from the English language department at Chu Van An Gifted High School in Hanoi was invited to collaborate with the researcher Both the researcher and the teacher independently assessed the students’ written assignments according to the marking rubric in Appendix 2 They then compared their evaluations to reach a consensus, ensuring that the final assessment was unbiased and objective.
Research procedure
In this study, action research, as conceptualized by Anne Burns (2010), was utilized to investigate the effectiveness of the flipped classroom model, combined with
34 digital videos, in improving grade 10 students’ writing skills The research was structured in one cycle, following a clear procedure for each phase
Figure 1 The action research cycle (Adapted from Burns, 2010)
Phase 1 - Planning: The first step was identifying the challenges and needs related to students’ writing difficulties through classroom observations and assessments Based on these findings, I designed an action plan that integrated the flipped classroom model into the existing curriculum This plan included the use of digital videos for out-of-class learning, interactive writing tasks in the classroom, and peer feedback sessions to foster engagement and improve writing proficiency
Phase 2 - Action: During the action phase, students were instructed to watch digital videos at home, which provided explanations and examples related to specific writing sub-skills such as brainstorming ideas, outlining main points, organizing paragraphs logically, using appropriate cohesive devices, and revising drafts for clarity and accuracy
In the classroom, time was devoted to applying these sub-skills through writing exercises and guided practice Students participated in structured brainstorming activities to generate relevant ideas, created outlines to plan the structure of their writing, and drafted paragraphs with a clear topic sentence and supporting details They also practiced using linking words and cohesive devices to ensure coherence between sentences and paragraphs Peer review sessions and collaborative feedback
35 discussions were conducted regularly to help students identify areas for improvement and refine their drafts This approach allowed for more personalized teacher guidance, immediate feedback, and active engagement with each stage of the writing process
Phase 3 - Observation: Throughout the action phase, I systematically monitored and documented the students’ progress Data was collected through writing samples, observation notes These data sources provided valuable insights into how well students were applying the concepts from the flipped classroom model and whether their writing skills were improving
Phase 4 - Reflection: In the reflection phase, the collected data was analyzed to assess the impact of the flipped classroom model on students’ writing skills The analysis focused on improvements in areas such as content development, organization, language use, and student engagement The findings were then used to revise and refine the action plan for the next cycle, making adjustments to enhance the teaching strategy further
By following this structured action research approach, the study aimed to provide a comprehensive evaluation of the flipped classroom model’s effectiveness in improving writing skills This iterative process ensured that the research design was responsive to students’ needs and that the strategies implemented were continuously refined for optimal results.
Data collection procedure
The research was carried out over ten weeks during the second semester of the 2023-2024 academic year The participants were 45 grade 10 students from a high school in Hanoi The action research procedure was designed as follows:
While teaching and observing at the high school, I noticed a lack of interest and engagement in writing lessons Students demonstrated recurring issues with their writing assignments, which indicated difficulties in mastering key writing skills The lack of motivation to engage with writing tasks was compounded by their
36 underperformance in writing Based on these observations, I decided to integrate the flipped classroom model to address these challenges The primary aim of this integration was to assess whether the flipped classroom, supported by digital videos, could improve students’ writing abilities and enhance their engagement with writing tasks
After identifying the challenges, I collaborated with my colleagues in the English department to design strategies to address the writing difficulties students were facing We developed detailed lesson plans (See Appendix 7 for a sample lesson plan) that incorporated digital videos, in-class writing activities, and peer feedback sessions These strategies were aimed at increasing student interaction with writing tasks and providing opportunities for reflection and revision
The implementation of the flipped classroom model began with introducing digital videos to the students These videos were designed to explain and demonstrate specific writing sub-skills, including brainstorming ideas effectively, outlining main points clearly, organizing paragraphs with logical flow, using appropriate cohesive devices, and revising drafts for improved clarity and accuracy Students were required to watch these videos at home to build their foundational understanding before class
In class, students applied what they had learned through targeted writing exercises that focused on each sub-skill They practiced generating ideas using brainstorming techniques, created outlines to plan their writing structure, wrote paragraphs with clear topic sentences and supporting details, and used linking words to maintain coherence Peer reviews and teacher feedback sessions were integrated into each lesson, allowing students to receive constructive comments and make necessary revisions Writing tasks were structured to be manageable and scaffolded, ensuring that students could draft, receive feedback, and refine their writing step by step within the classroom context
To ensure the effectiveness of the approach, students were given clear instructions on how to use the provided writing rubric (See Appendices) for self-assessment and peer reviews Each writing assignment was followed by feedback and a revision process, allowing students to improve their writing progressively
Table 1 Weekly schedule for flipped classroom writing lessons
Week Unit Topic Activity Writing
Introduction to writing about daily family routines
Write a paragraph about family routines
Video on describing daily life in different cultures & Video on brainstorming ideas for a paragraph Week 2 Unit 2:
Writing about ways to improve the environment
Write a paragraph on how to protect the environment
Video explaining sustainable living practices & Video on how to outline main points Week 3 Unit 3: Music Music events Writing a blog about experiences at a music event
Write a blog about attending a music festival
Video on writing blogs about events & Video on organizing paragraphs logically Week 4 Unit 4: For a better community
Writing about a visit to a community service event
Write a paragraph about attending a community service project
Video on community involvement and social impact & Video on using cohesive devices in writing Week 5 Unit 5:
Writing about the benefits of new inventions
Write about an invention that changed society
Video on the impact of key inventions in history &
Week Unit Topic Activity Writing
Video on developing topic sentences and supporting details Week 6 Unit 6:
Writing about gender equality in society
Write an essay discussing gender equality
Video on gender equality around the world & Video on revising drafts for clarity and coherence Week 7 Unit 7: Viet
Viet Nam's role in international organizations
Writing about Viet Nam's participation in international organizations
Write a paragraph about Viet Nam’s role in the United Nations
Video on global cooperation and international organizations
& Video on outlining and paragraphing
Week 8 Unit 8: New ways to learn
Writing about blended learning in education
Write an essay discussing the advantages of blended learning
Video on how blended learning works in schools & Video on using linking words and connectors Week 9 Unit 9:
Writing a report on an environmental issue
Write a report on protecting the environment
Video on environmental protection and solutions & Video on reviewing and editing an essay Week
Write an article about the benefits of ecotourism
Video on sustainable tourism practices & Video on
Week Unit Topic Activity Writing
Assignment Digital Video reviewing and editing an essay
In the observation phase, I gathered data by collecting students’ writing samples and documenting their progress These writings were analyzed to identify improvements in content, structure, and language use Additionally, a self-reported questionnaire with the items adapted from the International Attitudes/Motivation Test Batteries (AMTB) (Gardner, 2004), was distributed to students to gather information about their attitude towards the use of digital videos in the flipped classroom to improve their writing skills The questionnaire, written in Vietnamese, was designed to ensure that students fully understood the questions and could provide accurate feedback
Furthermore, a semi-structured interview was conducted with a select group of 5 students to gain deeper insights into their experiences with the flipped classroom model These interviews were also conducted in Vietnamese, ensuring students felt comfortable expressing their opinions clearly (see Appendix 5)
After the action phase, I reflected on the effectiveness of the flipped classroom model in improving writing skills I reviewed the data collected from the students’ assignments, feedback, and questionnaires This reflection helped identify areas for improvement and provided valuable insights into the strengths and weaknesses of the approach Based on these reflections, I revised the action plan for future cycles to further enhance the writing instruction and better meet students’ needs
By following these procedures, the research aimed to provide a thorough evaluation of how the flipped classroom model, combined with digital videos, can enhance grade 10 students’ writing skills in a secondary school setting.
Data collection instruments
In this study, several data collection instruments were employed to gather both
40 quantitative and qualitative data on the impact of using digital videos in the flipped classroom model on grade 10 students’ writing skills These instruments were selected to ensure a comprehensive understanding of the students’ experiences and the effectiveness of the teaching approach
To evaluate the effectiveness of the flipped classroom model integrated with digital videos in improving students’ writing skills, a set of pre-tests and post-tests was administered These writing tests served as the primary quantitative data collection instruments in the study The same writing tasks were assigned in both the pre-test and the post-test to ensure comparability and consistency in measuring student progress
Each test required students to write a paragraph of approximately 120–150 words based on a given topic that reflected one of the 10 writing units from the Tiếng Anh
10 - Global Success textbook The topics were selected to align with the curriculum and maintain relevance to students’ academic learning The writing tasks were designed to assess four essential components of writing: content, organization, vocabulary, and grammar
All writing scripts were assessed using an analytic rubric adapted from Cohen
(1994) (see Appendix 2), with each component scored on a 5-point scale, making the total score out of 20 To ensure reliability, the same rating scale and criteria were applied for both pre- and post-tests, and the researcher carefully calibrated the scoring process to minimize subjectivity
After collecting the writing samples, scores from both the pre- and post-tests were entered into SPSS 20 for statistical analysis Descriptive statistics (means and standard deviations) were calculated for each writing criterion Paired samples t- tests were conducted to examine whether the differences in students’ writing scores between the two testing points were statistically significant The analysis focused not only on the overall writing scores but also on individual components - content, organization, vocabulary, and grammar - to provide a detailed picture of students’
A self-reported questionnaire, adapted from the International Attitudes/Motivation Test Battery (AMTB) developed by Gardner (2004), was used to explore students’ attitudes toward the use of digital videos in a flipped classroom model to improve their writing skills The questionnaire was designed to gather insights across five key categories: Interest/Enjoyment, Perceived Competence, Effort/Investment, Pressure/Tension, and Value/Usefulness These dimensions helped assess how students engaged with writing activities under the flipped classroom model and their perceptions of its effectiveness
The questionnaire (Appendix 4) consisted of 14 items, distributed among the five categories to ensure a balanced evaluation Questions measured students’ enthusiasm for the learning method, their self-assessed improvement in writing, the effort they put into tasks, any anxiety or pressure they felt, and the perceived benefits of using digital videos for writing instruction Each item was rated on a five-point Likert scale, ranging from ―Strongly disagree‖ to ―Strongly agree,‖ allowing for nuanced responses that reflected varying degrees of agreement
To ensure clarity and cultural appropriateness, the questionnaire was administered in Vietnamese This approach minimized misunderstandings due to language barriers and ensured that students could accurately express their opinions and experiences regarding the flipped classroom implementation
Semi-structured interviews were conducted with a group of four Grade 10 students to gather deeper qualitative insights into their experiences with the flipped classroom model supported by digital videos These interviews were designed to supplement the quantitative findings from the pre- and post-tests and the student questionnaire The selection of participants was purposeful, based on their questionnaire responses and overall performance in the writing tests, to ensure a variety of perspectives The group included students who demonstrated significant improvement, steady performance, and even those who encountered challenges
The interviews followed a semi-structured protocol, consisting of five thematic sections: learning experience and engagement, writing skill development, motivation and attitudes, challenges and suggestions, and overall perceptions Open-ended questions were used to encourage participants to express their views freely and reflect on their learning process in detail All interviews were conducted in Vietnamese to ensure clarity and comfort for participants, and the responses were later transcribed and translated into English for analysis
The qualitative data obtained from the interviews helped shed light on students’ perceived benefits of the flipped classroom model, including improved confidence, better understanding of writing structure, and increased motivation Additionally, the interviews revealed practical challenges such as internet access, video speed, and the need for subtitles or practice activities These narrative responses offered contextual depth to the study and supported the interpretation of the quantitative results.
Data analysis methods
3.8.1 Pre-test and post-test scores
To analyze the effectiveness of the flipped classroom model in enhancing students’ writing skills, both pre-test and post-test writing scores were examined using statistical analysis Each student's writing was assessed using a 20-point rubric adapted from Cohen (1994), which comprised four equally weighted categories: content, organization, vocabulary, and grammar Each component was scored on a scale from 1 to 5 All data were input and coded manually into SPSS version 20 for analysis
The writing scores were recorded in two sets of variables: one set for the pre-test (Content1, Organization1, Vocabulary1, Grammar1, and Overalscore1) and one set for the post-test (Content2, Organization2, Vocabulary2, Grammar2, and Overalscore2) Descriptive statistics, including the mean, standard deviation, and standard error of the mean, were first calculated to compare the central tendencies
43 of each component and the total writing score before and after the intervention To assess the relationship between pre- and post-test scores, paired samples correlations were run for each variable pair This step helped determine whether a linear relationship existed between students' performance before and after the flipped classroom intervention
Following this, paired sample t-tests were conducted to compare the mean scores of pre- and post-tests across all four components and the overall score The paired t- test was selected as it is suitable for comparing two related groups - in this case, the same students’ performance before and after the implementation of the flipped classroom model The analysis tested whether there was a statistically significant improvement in students’ writing performance, as indicated by the p-values (Sig 2- tailed) generated by the t-test A significance level of 0.05 was used as the threshold for statistical significance
The outputs from the SPSS analysis, including the t-statistics, degrees of freedom, p-values, and confidence intervals, were carefully interpreted to determine whether the flipped classroom model led to measurable improvements The findings were then organized and reported in detail in the following section of the thesis to address the first research question: the extent to which the use of digital videos in a flipped classroom model impacts students’ writing skills
To gain a comprehensive understanding of students’ attitudes toward the use of digital videos in the flipped classroom model to develop writing skills, a self- reported questionnaire was administered to all 45 participants at the end of the ten- week intervention The questionnaire comprised 14 items designed to capture students’ experiences, perceptions, and emotional responses to this instructional method Each item was rated on a five-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree)
The data collected from the questionnaires were analyzed using SPSS (version 20) Descriptive statistics - including means and standard deviations - were calculated
44 for each item to determine the overall trends in student responses
To analyze the qualitative data collected from the semi-structured interviews, the researcher adopted a thematic analysis approach, following the widely used procedure proposed by Braun and Clarke (2006) This method was selected due to its flexibility and effectiveness in identifying, analyzing, and reporting patterns (themes) within qualitative data The process involved several steps to ensure a rigorous and systematic interpretation of student responses
All interviews were conducted in Vietnamese to ensure clarity and comfort for the participants Immediately after the interviews, the responses were transcribed verbatim by the researcher During transcription, the researcher also translated the responses into English to facilitate thematic coding and reporting in the thesis This bilingual transcription helped retain the original meaning of student responses while ensuring academic clarity Following transcription, the researcher repeatedly read through the data to become fully familiar with its content and to begin identifying preliminary patterns
The next phase involved generating initial codes This was done manually by highlighting relevant segments of text and assigning codes that described the underlying ideas, attitudes, or experiences Coding was both deductive and inductive Deductively, it was guided by the interview questions and the conceptual focus of the research (writing development, engagement, motivation, flipped learning) Inductively, new codes were allowed to emerge from the data, ensuring that student voices were authentically represented Each student’s transcript was coded separately, then compared across participants for recurring patterns
After initial coding, the researcher grouped the codes into broader categories that represented emerging themes Codes with similar meanings were clustered together to form meaningful patterns For instance, codes like "felt more confident after watching videos" and "less afraid of writing" were merged under the theme
―Increased confidence and motivation.‖ This stage involved interpreting the codes
45 at a higher level of abstraction to connect them with the research questions
The identified themes were then reviewed and refined The researcher ensured that each theme was distinct, well-supported by the data, and directly relevant to the research focus Some overlapping themes were combined, and others were broken down into sub-themes to increase clarity This review also involved checking the data extracts again to confirm that they were accurately captured under each theme Once finalized, each theme was clearly defined and labeled The themes were then used to construct the findings section of the study (Chapter 4), where each theme was explained with direct quotations from student responses These excerpts served as illustrative evidence of the students’ perceptions, attitudes, and experiences related to the use of digital videos in a flipped classroom model to improve writing skills
Throughout the analysis, the researcher remained mindful of preserving participant anonymity and the integrity of their responses The analysis was conducted systematically to ensure credibility, transparency, and alignment with the study’s objectives This qualitative data analysis complemented the quantitative results, providing deeper insight into how and why the flipped classroom model was effective from the students' perspectives.
Summary of the chapter
In summary, this chapter has outlined the methodology for evaluating the effectiveness of the flipped classroom model in improving students’ writing skills The study was designed using an action research approach, allowing for the flexible and iterative development of teaching strategies Multiple data collection instruments, including pre- and post-tests, questionnaires, and interviews, were used to gather both quantitative and qualitative data The data analysis employed statistical tests and thematic analysis to assess the impact of the flipped classroom model on students’ writing abilities and their perceptions of the approach Through this comprehensive methodology, the research aims to provide valuable insights into how the flipped classroom model, enhanced by digital videos, can improve
46 writing skills in a real-world secondary school context.
