ABSTRACT:
This study examines the advantages and challenges associated with the implementation of the flipped classroom model in the context of English language teaching and learning in Vietnam. By analyzing the principles of this instructional approach alongside the characteristics of learners, the findings indicate that the flipped classroom method can enhance the quality of English language education in Vietnam. This model not only improves classroom learning efficiency but also facilitates individual learning activities for students. However, its implementation presents several challenges, including a necessary shift in the traditional perceptions regarding the roles of teachers and learners within the educational environment. Additionally, educators are required to undertake extra efforts to develop new lesson plans tailored to the flipped classroom format. The study concludes with recommendations aimed at supporting the effective application of the flipped classroom model in English language instruction across Vietnam.
Keywords: flipped classroom model, teaching and learning, English language, Vietnam.
1. Problem statement
As technological advancements continue to evolve, innovative approaches to language instruction have emerged. Educators and learners now have the opportunity to integrate creative methodologies alongside conventional teaching practices. Among these novel approaches, the flipped classroom model has garnered substantial validation from educational researchers as an effective strategy across various disciplines in Western contexts (Bergmann & Sams, 2012; Hamdan et al., 2013). Consequently, there is a growing interest in investigating the applicability of this model for teaching English in Asian countries, which have historically been a focal point for numerous language research studies. Despite concerns regarding the compatibility of Asian students' learning styles with the flipped classroom approach, recent research data generally suggests a promising outlook for its effectiveness in foreign language instruction within Asian contexts (Hung, 2014; Joanne & Lateef, 2014).
Figure: The flipped classroom model
Source: collect
This paper aims to explore whether implementing the flipped classroom model is an effective strategy within Vietnam's educational framework. Through an analysis of pertinent factors, it is demonstrated that this instructional approach has proven successful across various educational fields in Western nations. Many Western educational researchers regard this model as one of the most effective methodologies applicable to diverse teaching scenarios, including those found in Vietnam. The objective of this paper is to investigate the potential of the flipped classroom method as a viable solution to address specific challenges encountered in English language teaching within Vietnam.
2. Context of teaching and learning English in Vietnam
New methodologies in language instruction have emerged consistently alongside advancements in technology. Currently, educators and learners are able to integrate innovative learning strategies with traditional pedagogical approaches. Among these contemporary methods, the flipped classroom model has received extensive validation from educational researchers as an effective technique across multiple disciplines in Western nations (Bergmann & Sams, 2012; Hamdan et al., 2013). Consequently, there is a growing interest in investigating the applicability of the flipped classroom method for teaching English in Asian countries, which have historically been a significant focus of language research. While there are apprehensions regarding the compatibility of this approach with the learning styles of Asian students, recent studies indicate that the application of this method can be effective for foreign language instruction in these contexts (Hung, 2014; Joanne & Lateef, 2014).
This paper aims to address whether the implementation of the flipped classroom model is an effective strategy within the Vietnamese educational landscape. Through an analysis of relevant factors, it is evident that the flipped classroom approach has demonstrated effectiveness in various educational settings in Western countries. Numerous educational researchers consider this model to be one of the most effective methods applicable to diverse teaching environments, including those in Vietnam. The objective of this study is to explore the potential of this instructional approach as a means to overcome specific challenges encountered in English language teaching within Vietnam.
3. Benefits of implementing the flipped classroom model in teaching English in Vietnam
In the context of English language education in Vietnam, as previously discussed, the flipped classroom model is anticipated to offer numerous advantages, including:
3.1. Enhancing teaching models to improve learning outcomes
Given the constraints of limited classroom time at many Vietnamese universities, where students often lack opportunities for meaningful discussion and active engagement, the flipped classroom approach presents an effective alternative. This model facilitates the transfer of a substantial portion of lecture content to outside the classroom, thereby allowing for increased interactive activities during class sessions. Such a shift enables students to prepare for lessons in advance and attain a deeper understanding of the material, while instructors can dedicate class time to addressing student inquiries and clarifying complex concepts. As a result, the flipped classroom model optimizes classroom time and enhances students' academic performance.
The "homework-in-class and in-class homework-at-home" framework allows for more effective utilization of classroom time compared to traditional pedagogical methods. In conventional English language classrooms, the integration of modern technology to improve both in-class and out-of-class learning remains limited. However, within a flipped classroom setting, students are encouraged to view pre-recorded instructional videos at home and subsequently engage in more profound discussions, practice language skills, and develop problem-solving abilities during class.
The efficacy of this learning approach is rooted in the enhanced educational benefits that arise from the strategic organization of learning activities. With this model, lower-order thinking skills, such as remembering and understanding, as categorized by Bloom's taxonomy can be practiced by students at their own pace and convenience. In contrast, higher-order thinking skills, such as applying, analyzing, creating, and evaluating are cultivated during class with the guidance of the instructor. For example, students can learn new vocabulary, take time to comprehend new concepts, and review upcoming lesson content at home without requiring immediate teacher assistance. Consequently, this approach conserves valuable in-class time that can be redirected toward more complex activities.
Moreover, by promoting higher-order thinking skills, this instructional strategy is particularly advantageous for high school and university English classes, as these students possess a greater capacity for abstract reasoning, making the flipped classroom method a suitable choice.
Importantly, the adoption of the flipped classroom model is believed to enhance students' language skills more effectively than traditional instructional methods. For listening and speaking competencies, allowing students to view pre-recorded videos at their own pace equips them with essential vocabulary and affords them time to formulate ideas prior to class discussions, thereby enhancing their preparedness for speaking activities. Similar advantages extend to reading and writing skills; for instance, by watching lectures and completing foundational tasks at home, students can grasp theoretical concepts before class. During class sessions, they receive clarification on any unclear points from the instructor and have additional time for in-depth writing practice.
3.2. Supporting individualized learning
The implementation of the flipped classroom model is expected to address the diverse needs of learners by mitigating issues related to mixed-ability levels in English classes across various educational institutions in Vietnam. This approach provides flexible and engaging learning experiences for all students, benefiting not only those who may struggle academically but also high-achieving learners and those with special educational needs. Students with average or lower performance can revisit pre-recorded lectures as often as necessary to fully comprehend the content. This repeated exposure enhances their confidence when participating in class activities since they have already engaged with the learning materials beforehand.
For instance, students who face challenges with listening skills often experience anxiety when required to participate in speaking activities immediately after viewing a video in class. However, the flipped classroom model allows access to multiple instructional videos that bolster their confidence and enhance their participation during class discussions. Even if some students continue to find certain concepts difficult after in-class activities, they can revisit these videos to reinforce their understanding. Conversely, high-performing students are afforded opportunities to assume mentoring roles during pair or group activities and engage in higher-order thinking tasks that further develop their academic potential.
3.3. Bridging the gap between teachers and students
In traditional educational settings, teachers are typically perceived as the primary authority figures while students are expected to passively follow instructions. In contrast, the flipped classroom model shifts focus toward student-centered learning processes. While conventional classrooms often feature teachers delivering lectures while students listen passively from arranged seating, the flipped classroom encourages active student participation through dynamic group discussions during class time. Instructors circulate among groups to provide support as needed.
Additionally, students collaborate on group assignments outside of class to complete designated tasks. These collaborative efforts foster teamwork skills while allowing students to reflect on their work and evaluate their contributions-resulting in a positive transformation of the teacher-student dynamic compared to traditional teaching methodologies.
4. Challenges in implementing the flipped classroom for teaching and learning English in Vietnam
Despite the considerable advantages anticipated from the flipped classroom model in English language instruction in Vietnam, several challenges persist. These issues prompt critical inquiries regarding the effective implementation of the flipped classroom within the Vietnamese educational context.
4.1. Teachers’ and students’ perceptions of their roles in the classroom
A primary challenge involves the perceptions that teachers and students hold regarding their respective roles within the classroom. Many English educators may not be adequately prepared for the role transformations that the flipped classroom model necessitates, particularly as it requires students to adopt more active and autonomous learning behaviors. Furthermore, classroom dynamics may at times extend beyond the instructor's control, resulting in a learning environment that appears more chaotic than traditional settings, with students engaged in lively discussions in pairs or groups to tackle problems. On the students' side, those who have long been accustomed to conventional teaching methods may find it difficult to grasp their new responsibilities within this modern educational framework.
4.2. Increased effort required from teachers
Another significant challenge is the additional effort that teachers must invest. The decision to implement the flipped classroom approach entails that educators acquire new technologies and develop skills necessary for designing lesson plans and supplementary learning materials. Initially, teachers must become proficient with innovative technologies for lesson preparation, which may require further training and support. Additionally, producing video lectures can be more labor-intensive than preparing traditional lesson plans; for instance, while a PowerPoint presentation can be easily modified, errors in flipped classroom video content may necessitate re-recording the entire video - an undertaking that is both time-consuming and resource-intensive.
4.3. Recommendations for enhancing the effectiveness of flipped classroom implementation in English classes
The challenges outlined above highlight the need for specific recommendations to facilitate the effective implementation of the flipped classroom model in English language teaching and learning within Vietnam. Firstly, it is crucial to shift educators' mindsets regarding the evolving roles of students in the classroom. Teachers should not only reflect on these changes but also take proactive measures to translate their insights into actionable strategies. This transformation should encompass various stages, including lesson planning, designing and executing both in-class and out-of-class activities, as well as assessment practices. Educators need to gradually acclimate students to this new learning paradigm by progressively transferring control of the educational process to them. Such adjustments are vital for fostering initial successful experiences with the flipped classroom model in language education.
Moreover, to ensure that flipped lessons are both positive and rewarding for teachers and students alike, instructional videos and supplementary materials should be meticulously planned and prepared prior to the commencement of each semester. This proactive approach can assist teachers in managing their workload effectively, alleviating stress during implementation, ensuring high-quality learning resources, and promoting positive student engagement with the flipped classroom methodology.
Participating in training workshops focused on the flipped classroom can also equip educators with valuable technologies and tools for lesson design. These workshops provide opportunities for teachers to exchange experiences and learn from both experts and peers, enabling them to gain deeper insights into this innovative teaching approach and apply it successfully within their classrooms.
5. Conclusion
The author asserts that the flipped classroom model represents a promising strategy for English language teaching and learning in Vietnam. For this approach to be effectively realized, a suitable transition period is essential, allowing both educators and students to familiarize themselves with and adapt to this new methodology. Furthermore, additional experimental studies are required to investigate its application comprehensively and provide detailed guidelines for effective implementation within the Vietnamese context. These initiatives will pave the way for English instructors in Vietnam to achieve initial success in adopting this innovative teaching framework.
REFERENCES:
1. Bergmann, J., & Sams, A. (2012). Flip you classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education.
2. Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A survey of the research. Paper presented at the 120th ASEE Annual Conference and Exposition Atlanta, June 23-26, 2013 (pp. 1-17). Atlanta, Georgia.
3. Dang, T.T. (2010). Learner autonomy in EFL studies in Vietnam: A discussion from sociocultural perspective. English Language Teaching, 3(2), 3-9.
4. Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013). A review of flipped learning. [Online] Available at http://www.fippedlearning.org/review
5. Honeycutt, B., & Garrett, J. (2014). Expanding the definition of a flipped learning environment. In M. Bart (Ed.), Blended and flipped: Exploring new models for effective teaching and learning (pp.12-13). [Online] Avalabile at http://www.facultyfocus.com/free-reports/ blended-flipped-exploring-new-models-effectiveteaching-learning/
6. Hung, H.-T. (2014). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
7. Joanne, C. S. M., & F., L. (2014). The flipped classroom: Viewpoints in Asian universities. Education in Medicine Journal, 6(4), 20-26.
LỢI ÍCH VÀ THÁCH THỨC TRONG VIỆC
TRIỂN KHAI MÔ HÌNH LỚP HỌC ĐẢO NGƯỢC
ĐỂ GIẢNG DẠY TIẾNG ANH TẠI VIỆT NAM
• VÕ THỊ MINH NGÂN
Đại học Công nghiệp TP. Hồ Chí Minh
TÓM TẮT:
Nghiên cứu này phân tích những lợi thế và thách thức liên quan đến việc triển khai mô hình lớp học đảo ngược trong việc giảng dạy tiếng Anh tại Việt Nam. Thông qua việc phân tích các nguyên tắc giảng dạy của mô hình lớp học đảo ngược và các đặc điểm của người học, kết quả nghiên cứu cho thấy mô hình giảng dạy này có thể nâng cao chất lượng đào tạo tiếng Anh tại Việt Nam. Mô hình này không chỉ cải thiện hiệu quả học tập trên lớp mà còn thúc đẩy các hoạt động học tập cá nhân của học sinh. Tuy nhiên, việc triển khai mô hình lớp học đảo ngược đối mặt một số thách thức, bao gồm sự thay đổi trong nhận thức truyền thống về vai trò của giáo viên và người học trong môi trường giáo dục. Ngoài ra, các giảng viên cần nỗ lực hơn nữa để phát triển các bài giảng phù hợp với mô hình giảng dạy mới. Nghiên cứu cũng đưa ra các khuyến nghị nhằm hỗ trợ việc áp dụng hiệu quả mô hình lớp học đảo ngược trong giảng dạy tiếng Anh tại Việt Nam.
Từ khoá: mô hình lớp học đảo ngược, giảng dạy và học tập, tiếng Anh, Việt Nam.
[Tạp chí Công Thương - Các kết quả nghiên cứu khoa học và ứng dụng công nghệ, Số 3 tháng 1 năm 2025]
