SKKN FLIPPED LEARNING FOR EFL HIGH SCHOOL STUDENTS IN THE COVID 19 PANDEMIC

TEACHING INNOVATION FLIPPED LEARNING FOR EFL HIGH SCHOOL STUDENTS IN THE COVID 19 PANDEMIC SUBJECT: ENGLISH Nghe an department of education and training Ha huy tap HIGH school - - TEACHING INNOVATION FLIPPED LEARNING FOR EFL HIGH SCHOOL STUDENTS IN THE COVID 19 PANDEMIC SUBJECT: ENGLISH Author: NGUYỄN THANH TRÀ School: Hà Huy Tập High School Cell phone: 0916070905 Email: nguyenthanhtra7@gmail.com School year: 2021-2022 TABLE OF CONTENT PART 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Scope of the study 1.4 Organization of the study PART 2: CONTENT 2.1 Theoretical Background 2.1.1 Flipped Learning 2.1.2 Advantages of Flipper Learning 2.1.3 The Role of Teacher and Learners in Flipped Learning 2.2 Solutions and Discussion 2.2.1 How to Implement Flipped Classroom 2.2.2 Demonstration of Flipped Learning in a Lesson 12 2.2.3 Discussion 25 2.2.4 Students’ Feedback from Flipped Learning 31 PART 3: CONCLUSION 32 3.1 Conclusion 32 3.2 Teaching Implication 32 3.3 Limitation 33 REFERENCE 34 APPENDIX 1: QUESTIONNAIRE FOR STUDENTS 35 LIST OF TABLES Table 2.1: The Difference of Class Time in Traditional Versus Flipped Classroom Table 2.2 Learners’ Responses about Flipped Learning 31 LIST OF FIGURES Figure 2.1: Tools for the Individual Space Figure 2.2: Individual Space and Group Space in Bloom’s Taxonomy 10 Figure 2.3: Roles of Teacher and Learners in Flipped Learning 12 PART 1: INTRODUCTION 1.1 Rationale Due to the outbreak of Covid 19 pandemic, to shut down worldwide The closure of education institutions disrupted the educational process and most schools and universities shifted towards online learning To cope with this problem, many educational institutions apply effective methods to resume the teaching and learning process One of the approaches is flipped learning which aims to engage students inside and outside the classroom According to Lockwood (2014), the flipped learning approach depends on presenting the materials through pre-class input like recorded video lessons It also provides students more time to practice their language in the classroom because students have to go to the classroom to some exercises and activities Brown (2007) states that flipped learning is used to save the classroom’s time for discussion and providing plenty of materials covering the same topic Besides, it is effective since it supplies immediate feedback which increases the learner’s comprehension of the provided content Bergmann and Sam (2021) have mentioned that flipped learning allows students to study individually and they can learn and revise the materials anytime and anywhere they want In the same perspective, Lockwood (2014) believes that flipped learning develops students’ high thinking skills like synthesizing, application, and evaluation It is true that during the time of Covid 19, flipped learning is considered as part of blended learning in the classroom It is basically a pedagogical model which reserves classroom activities Materials or contents are provided online (in learning management system or other learning platforms) and students will study the material prior coming to class Therefore, classroom time can be used to engage in activities such as problem solving, discussion and analysis This study aims at exploring the effects of flipped learning approach in classroom by suggesting process of flipped learning through lessons for learners at upper secondary schools and the students’ perceptions on its effectiveness and feasibility The matter of fact I mentioned above inspired me to choose the topic “Flipped Learning for EFL High School Students in the Covid 19 Pandemic” Hopefully with the suggested techniques and tools, teachers can use them as a source of reference in their teaching process 1.2 Aims of the study The aims of the study are as follows: - To provide a brief review of flipped learning used to teach students in English lessons during the time of Covid 19 - To suggest stages of flipped learning used in lessons - To explore the perception of teachers and learners to this approach in practice 1.3 Scope of the study The study pays a focus on the techniques and tools which are used for flipped learning at upper secondary level Therefore, the study is conducted on the subject of teachers and learners coming from some high schools in Vinh city The innovation of this study is that flipped classroom is beneficial to be applied in the language classroom as it presents more effective active learning, the teacher role is strengthened, time is used more efficiently and more interactively, peer learning is enhanced, greater control of content delivery, assimilation of knowledge can be observed and students can learn on demand In addition, this approach seems to show its prominence for teaching in the time of pandemic and soon becomes a better alternative in language classroom 1.4 Organization of the study The study will consist of the following parts: Part 1: Introduction This part consists of the rationale, aims, scope, and organization of the study Part 2: Content This part mentions the theoretical background of the topic with an overview flipped learning It also suggests some techniques and tools used in English lessons to evaluate students’ demonstration of skills and knowledge, their performance and products as well as their attitude during learning process The application of these techniques and tools is on the scale of units for students at high school Additionally, the perception of teachers and learners to this approach will be discussed and identified This part also shows a demonstration of flipped learning process in some periods of English lessons The data collected from the study will be discussed more in detail in this part Part 3: Conclusion In order to convey an overall conclusion of the study, Conclusion reviews the main findings of the study As for the implication of the study, some suggestions are recommended to contribute to the success of assessing students’ outcomes PART 2: CONTENT 2.1 Theoretical Background 2.1.1 Flipped Learning The origin of flipped learning comes from Jonathan Bergmann and Aaron Sam who created flipped learning by reserving the classroom lecturing and explanation of the topics included in the course material with activities and interactive tasks to be done in the classroom According to them, the theoretical material will be studied by the students individually through recorded classes or videos while the class time is devoted to doing exercises and task relevant to the theoretical topics (Bergmann & Sam, 2012) In the same view, Khan and Oiriddine Abdou (2020:2) offered a modified model of the flipped learning approach to continue the educational process during COVID-19 pandemic which enables educators to share the learning materials with their students and encourages students to prepare the lesson and try to comprehend it “prior to the class time and offers teachers the opportunity, during class time, to ensure that every students actively participates in the lesson and deep understanding is acquired” According to Flipper Learning Network, flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where educator guides students as they apply concepts and engage creatively in the subject matter Also, Barbara Walvoord and Virginia Johnson Anderson encouraged the use of this approach in their book Effective Grading (1998) They suggest a model in which students gain first-exposure learning prior to class and focus on the processing part of learning (synthesizing, analyzing, problem-solving, etc.) in class These writers propose an assignmentbased model in which student create work such as writing, problems, etc in order to ensure that students the preparation necessary for productive class time Teachers offer productive feedback through the processing activities that occur during class, reducing the need for the instructor to provide extensive written feedback on the students’ work Many other authors such as Fitzpatrick, 2012, Berrett (2012), Mazuz (2009) believe that “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates In term of Bloom’s taxonomy (2001), this means that students the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focus on the higher forms of cognitive work in class such as application, analysis, and/or evaluation This model seems to be opposite with the traditional model in which “first exposure” occurs via lecture in class, with students assimilating knowledge through homework 2.1.2 Advantages of Flipper Learning It is believed that flipped learning brings learners a wide range of benefits According to Brown (2007) flipped learning helps to save the classroom’s time for discussion and providing plenty of materials In addition, it is effective because it supplies immediate feedback which increases the learners’ comprehension of the provided content In comparison with traditional form, there is a significant difference between traditional classroom and flipped classroom Table 2.1: The Difference of Class Time in Traditional Versus Flipped Classroom Traditional Classroom Activity Flipped Classroom Time Activity Time Warm-up activity Warm-up activity Go over previous night’s homework Question and answer time on 10 minutes video Lecture new content 15 Guided and independent practice and/or lab activity 20 Guided and independent practice and/or lab activity mins 30 minutes In the flipped model, the time is completely restructured Students still need to clarify the content that has been delivered via video In this time students ask questions about the lecture they viewed at home and get feedback from teachers This step allows them to clear up misconceptions before they are practiced and applied incorrectly The remainder of the time is used for more extensive hands-on activities or directed problem-solving time As we can see from table 2.1, the shortcoming of a traditional classroom is class time can not meet the demand of the learners as they not have enough time for reflection and questioning, discussion, interaction and less opportunity for active learning According to Prince (2004), active learning requires students to meaningful learning activities and think about what they are doing In flipped classroom, a new approach can be used to actively engage students in their learning Flipped learning brings active student engagement with the material (such as problem-solving, case studies usually in collaboration with other students) directly into the classroom whilst moving more passive activities (such as reading course notes and textbooks and viewing or listening to lectures) outside of the classroom The comparison showed that in the flipped classroom, much more time is devoted to practical activities instead of studying the theory material It is true that flipped learning is beneficial to be applied in the classroom because it presents more effective active learning, time is used more effectively Students have more face-to-face time for interaction As a result, peer learning is enhanced, greater control of content delivery, assimilation of knowledge can be observed and students can learn on demand (Alias, 2010) In addition, with flipped learning, learners can learn anywhere and any time without confinement of classroom Hence, students learn more effectively when the delivery of lectures is blended with the use of technology and can be learned at flexible hours Blended learning combine face to face instruction with technology, emphasize customized learning It creates flexible learning opportunity to improve students learning experience through flexibility in time, pace, mode of study, teaching approach, forms of assessment Therefore, flipped learning and flexible learning can enrich learning experience, optimize student engagement to achieve deep meaningful learning Also, peer-to-peer assessment allows students to acquire new knowledge and experience and improve their understanding of the subject studied 2.1.3 The Role of Teacher and Learners in Flipped Learning It is vital to focus on the interaction of the educational process participants as the roles of the teacher and learners undergo significant changes in the flipped classroom Firstly, in the flipped classroom, students have opportunities to control their own learning They can study at their own pace due to availability and accessibility of all necessary resources in the e-learning environment Furthermore, students can choose when and where to study within the time limit allocated for this or that task They can also review the material anytime they need it or get online assistance from teacher or peers due to chats and forums A continuous access to online materials enables students to keep pace with curriculum if they miss classes because of illness or any reasons According to Marsh (2012), the flipped classroom technology encourages collaboration among students due to mutual projects and group work Besides, students are engaged in peer-to-peer assessment, giving feedback to the works of their group mates basing on the developed criteria Collaborative projects make students cooperate, learn and help from each other Last but nor least, the flipped classroom increases students’ responsibility for their own learning It is supposed that they become more selfdirected and motivated than in a traditional classroom environment Learners decide their own to manage their time working with the electronic course, developing self-study and autonomous learning skills In other words, students’ role in the learning process is changing which makes them active participants of the educational process The flipped classroom technology has an impact on the teacher’s role as well The role of the teacher is shifting from delivering ready-made knowledge to students to facilitating their learning In the flipped class, there is more reliance on students’ self-directed learning and the teacher, therefore, needs to support learners to be responsible for their learning Teacher should be the mentor to those who not have the experience of working autonomously to gain time-management skills to make their learning process more efficient It is undeniable that the flipped classroom involves a lot of e-learning activities in which students are engaged Thus, the task of the teacher is to create a friendly online environment for the interaction of students with each other The teacher also has to be an e-learning moderator to monitor online discussions, but not to lead them Thus, due to the technology of flipped classroom the teacher acquires a number of different roles He/she has to encourage and motivate students, guide and monitor progress, give feedback, boost confidence, and maintain motivation (Marsh, 2012) New roles of the teacher and students are considered to be particularly important for the process of teaching and learning foreign languages as learning the language implies close interaction of the teacher and learners and learners among themselves However, as any innovative concept, there are some challenges that have to be overcome for the successful integration of the flipped classroom technology into the educational process One of the challenges is concerned with extra workload that the teacher designs the content of the electronic course Recording lectures, developing learning materials and searching for supplementary resources require a lot of time, skills and efforts from the teacher Nevertheless, when the electronic course is integrated into the teaching and learning process, the teacher has extra time for doing research and methodological work Another important issue that plays a vital role for flipper classroom technology is the integrity of the classroom and electronic components of the course, which mean that all stages of the teaching and learning process should be logically connected All tasks and assignments that students in the electronic course must be checked and assessed in class or the e-learning environment No tasks should be left without check and assessment This may help to raise learners’ motivation for diligent studying that will result in increasing the efficiency of the learning process Sometimes, some students not accept the replacement of face-to-face classes with activities in the e-learning environment because of the fear that they may lose live communication with the teacher and peers It is necessary to explain to students the concept and features of the flipped classroom technology, showing them additional means of communication that the online course provides such as chats, forums and video conferences 2.2 Solutions and Discussion 2.2.1 How to Implement Flipped Classroom Flipped learning allows for a variety of learning modes; educators often physically rearrange their learning spaces to accommodate a lesson or unit, to support either group work or independent study They create flexible spaces in which students choose when and where they learn Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and This activity is used in order to check students’ understanding about the words related to the topic - The activity is conducted on w.w.w.Menti.com - Teacher asks students to brainstorm the words related to “contest” and “music” after sending learners the link to the software interface of Mentimeter.com - Give feedback if students give any incorrect words Interface of Teacher on Mentimeter.com Interface of Learner on Mentimeter.com 21 Activity 2: Quizz (10 minutes) This activity is used in order to check students’ understanding about bare infinitive and to-infinitive - The activity is conducted on http://quizizz.com - Teacher provides link to students and get students to interact directly on the web https://quizizz.com/admin/quiz/626415361a56c2001dcaf424 It's late We'd better _ now B.to leave A leave C left D.to have left However, he didn't find anything unusual enough _why she could remember so much about her life B explaining A to explain C explains D explain Dr Senior decided _ her several tests, A giving B give D gave C to give I invited John dinner with us later this week A have C have had B to have D to have had The employer forced his employees _ B corrupting A to corrupt corrupting C corrupt D to The sales convinced his customer _ his goods A buying B buy D to buying C to buy No one saw Alex _ your money A to steal B stole D to stealing C steal 8.I hesitate _ between green and blue shirt A wear C wearing B to wear D to wearing They don't allow residents pets A to keep B keep C kept D to be kept 10 I let my friend my wrong homework, so that she will learn A copied B to copy C copying D copy Activity 3: Role Play (10 minutes) - Teacher gets students to work in pairs: one is a journalist, the other is a famous singer They will make the interview using the words related to topic, the sounds they have learnt and the structure with bare infinitive or to infinitive https://youtu.be/0D3OOt9QwbM 22 Learner’s Role: - Set any questions to the teacher to clarify any content of the lecture watched from video - Work on hand outs in pairs or groups that reflect the grammar point watched at home and get help from their peers and the teacher - Join in-class activities through web page and interaction - Get the feedback from teacher and peer correction Interface of Learners on Mentimeter.com and Quizziz 23 Student in Role Play Activity The basic structure of in-class activities usually involves three stages: The input stage, where teachers brief students of the background information, The processing stage, where students process information and construct ideas The output stage, where students present their work and obtain feedback Briefing Teachers should introduce the topic and provide background information of the learning activities through a short briefing In Dr Fung’s negotiations simulation activity, all students receive a one-page brief and a 10-minute 24 presentation by Dr Fung on the background of the scenario before they start working on their tasks Building ideas After the briefing stage, students should be ready to process the information, explore the topic and generate ideas, in groups or individually Examples of activities are case analysis, brainstorming, discussion, role play, peer teaching, cowriting, and co-creating projects This part should be led by students themselves, with teachers acting as facilitators and/or monitors Teachers should take an active role in communicating with students from time to time, in order to provide timely support and suggestions  Post-Class Stage (outside classroom) Teacher’s Role: - Teacher provide feedback and assessment which help learners to have final product Learner’s Role: - Students edit their work after receiving feedback and assessment form teacher and they are encouraged to present their work for feedback and suggestions from peers and teachers The presentation can be conducted in class or online in the next period Below is the product of a student after three stages She has a short talk about her favorite singer https://youtu.be/sKVpb44O2vc In short, the final goal that learners gain after this lesson should be described as follow Students become more engaged in collaborative learning with peers Students receive more personal attention from the instructor in class Students are less passive and get more help during class time Students work on content at their own pace and prepare to be in class Students become more responsible for learning content on their own Students should be ready to process the information, explore the topic and generate ideas, in groups or individually Examples of activities are case analysis, brainstorming, discussion, role play, and co-creating projects This part should be led by students themselves, with teachers acting as facilitators and/or monitors Teachers should take an active role in communicating with students from time to time, in order to provide timely support and suggestions 2.2.3 Discussion It is true that each stage in flipped learning play a significant role in teaching and learning process The best way to get started with flipped learning is to start small It means that we not have to flip every single lesson One of the best 25 suggestions is to start with what your students struggle with most In other words, start with any lesson or topic where students have the most difficulty and where you would like your students to receive more one-on-one time with you and with their peers If you start with where your students have the most difficulty, you can pre-record your lecture and leave class time for in-class exercises, clarification, and activities The length of the video is also important For the students at this level, students can usually handle a 12 to 18 minutes long video The great thing about a pre-recorded lecture is that student can stop and rewind if they need to hear something again or stop and reflect on a point while writing down questions to bring to class When making pre-recorded lectures, teacher should not worry about having a perfect one which may affect your plans for providing students with recorded content before class The most important aspect is to get started When preparing a lesson, think about something you normally inside of class and move it outside of class, then think of something you normally outside of class (homework) and move it inside of class Here is a video which is published to help student study themselves about relative clause in optional lesson https://youtu.be/NkKBZN6qD4U When thinking about flipping, teachers can also consider using videos that have already been done by others Many teachers make the mistake of thinking that they should record all of their own content but there may be content that has already been done by someone else that is just as good (if not better) Consider using websites such as khanacademy.com or ed.ted.com/lessons to find already prepared and professional content materials Those who use Flipped Classroom should consider using a learning platform where videos can be uploaded and where students can communicate with their peers and teachers through online forum discussions or ask questions before and/or after class Flipped Learning gives teachers the opportunity to differentiate learning and it is one of the best ways to accommodate the needs of all learners It works with different paced learners by allowing students to hear pre-recorded content quickly or slowly (or again and again if necessary) It also provides teachers with opportunities to group learners according to their level or understanding when working on in-class activities or projects Further, a classroom that is flipped becomes more of a student-centered classroom where students are involved with hands-on learning, application, and getting the help they need! However, trainers should bear in mind that flipped learning is not only about video or technology It is mainly about effective use of classroom time allows more collaboration and discussion to construct learning together In other words, in-class activities are really significant for Group Space as they create the learning environment for learners The lesson really works smoother with the support of inclass activities It is ideal to blend different modes of learning and include 26 diversified in-class activities to constantly stimulate your students Here are some examples of in-class activity which can be used as reference for teachers in flipped classroom  Negotiation The art of negotiation is important for students to master, initially during school and later on as members of the corporate world Strong negotiation requires a combination of skills:  Active listening  Building relationships  Being able to speak effectively and concisely  The ability to make a decision  Problem solving  Assertiveness without aggression Here is an example of a negotiation activity after student have a flipped classroom Source for in-class Activities: Tieng Anh 11 1st episode Unit 1: Generation Gap Page (New material) https://youtu.be/3lj3ghZXmtA A Negotiation Activity Conducted by Students  Video Making There are lots of good reasons why we should be encouraging students to create videos Here are some of them: - Increasingly video is becoming a mainstream means of communication As remote working becomes increasingly common, the ability to communicate confidently using video based platforms will be an important aspect of our students’ employability To develop the confidence and necessary skills to this in English, students need practice 27 - Video is an excellent means of developing understanding of body language and non-verbal communication Students have the chance to see how they and others use their bodies, gestures, proximity and expression when communicating and have the chance to practice using body language and see themselves - With large or even moderately small groups of students it can still be hard to give time and focus to each student, to watch and listen to how they communicate and diagnose where they need help and support to develop Having video recordings of students can give us time to look and listen more closely to how our students are using language and communicating and enable us to develop a more personalised approach to how we help them develop - Getting our students to record themselves regularly and add these recordings to a digital portfolio can make it much easier for both you and your students to really see progress over a period of time Students can repeat tasks they did earlier in the course and go back and compare their present performance with the older video This can be a powerful tool to motivate students and show them that they really are making progress - Making and editing video clips can be a very creative process for students and can give them an opportunity to actually use the language they are learning in a creative way - Getting students to create and edit video is a great way to develop their digital literacy skills and the kind of knowledge that will be valuable in their dayto-day and academic future lives Here is an example of a Video Making activity after student have a flipped classroom Source for in-class Activities: Tieng Anh 11 1st episode Unit 1: Generation Gap Page (New material) https://youtu.be/oKBDiaDM6DQ A Picture Cut from A Video from Students’ Product 28 Gallery Gallery or Wall Walk is a classroom-based active learning strategy where students are encouraged to build on their knowledge about a topic or content to promote higher-order thinking, interaction and cooperative learning The students in groups move through different stations where a question is posted for them to answer and interact and share knowledge in the process or Students are invited to stick their coursework on walls, walk around, look at each other’s work and vote Activities are designed in a way that require students to keep moving, post things on the board, and interact with their peers Here are some advantages of this activity - Advantages Students interact and synthesize the concepts, making learning more effective than in a typical classroom environment Higher order thinking skills are involved - Students are encouraged to move around without having to sit in one place for a long time, removing boredom which otherwise makes learning uninteresting - Students get to know about different perspectives of the same topic, thus improving the learning opportunities - Students encouraged to use the apt language and terminologies of the subject, improving their knowledge on the discipline - Improves public-speaking skills, particularly of reserved students who otherwise not get a chance to speak to an audience - Develops team-building and listening skills among students - Can be extended by asking the students to work on an assignment for the same or related topic, based on the knowledge constructed during the activity and evaluating the work - Can be used to understand the previous knowledge of the students Here is an example of a Gallery activity after student have a flipped classroom Source for in-class Activities: Tieng Anh 11 2nd episode Unit 8: World Heritage Sites Page 30 (New material) 29 An Art Gallery Review about World Heritage Sites Designed by Students  Problem -Solving Problem-based learning, the instructional approach in which carefully constructed, open-ended problems are used by groups of students to work through content to a solution, has gained a foothold in many segments of higher education Source for in-class Activities: Tieng Anh 11 2nd episode Unit 10: Healthy Lifestyle and Longevity Page 58 (New material) https://youtu.be/Ot3SITm0or8 Students are In-Class Activity of Problem-Solving 30 Tools to facilitate in-class group activity Google Docs is a tool which allows several students to work together simultaneously and to share individual input with teammates in real time Students are instructed to post their coursework using these tools This practice allows students to review their peers’ work conveniently on one single platform and give honest feedback to each other Mentimeter is a web page which is an easy-to-use, visual tool useful for assessment and presenting results For example, it allows teachers to set Multiple Choice Questions and students to respond using their mobile devices The results of students’ choices will be shown to teachers immediately, so that teachers can know students’ understanding of the learning contents and offer timely support and clarification Teachers can also choose to display students’ choices in real time to the whole class, prompting further discussions based on the presentation 2.2.4 Students’ Feedback from Flipped Learning A survey was conducted on students to discover the feedback from them when they experienced Flipped Learning The questionnaire was delivered to 120 students who had a treatment time with Flipped Learning They were asked to tick to the statements which were true to their learning condition The result is illustrated in the table below Table 2.2 Learners’ Responses about Flipped Learning With Flipped Learning, … No of Responses 85 = 70,83% 90 = 72% 77 = 60% 98 = 81,67% 62 = 51,67% 93 = 77,5% 116 = 96,7% I can learn better and improve my communication skills I have better understanding of topic before class I have fun to watch videos, it is more engaging and not boring I have more interaction with others It helps me increase confidence in speaking It is less time consuming and allowing more time for discussion Self-pacing/ I can watch video repeatedly at anytime and anywhere It helps encouraging team work 99 = 82,5% I can be more creative in presentation 86 = 71,67% As can be seen from the table 2.2, most of students have positive feedback to the advantages of Flipped Learning Among these, items number 7, 8, are the top three vote from learners Obviously, with Flipped Learning, students find it convenient to watch videos of lectures It also helps them to engage with team work and have more interaction with other learners The flipped classroom can indeed create rich and meaningful activities Students no longer need lessons that comprised of instructors and materials It is evident in this study that they enjoy learning at their own pace and the learning various activities integrated into the lessons 31 PART 3: CONCLUSION 3.1 Conclusion This study sheds light on the delivery of instruction in education of the 21st century Technology enables ubiquitous access to information from mobile phones, tablets, computers We no longer need teachers to be the sole provider of materials and information With technology, student centered-learning is enhanced and teachers act as the facilitator or a guide to move students towards asynchronous student centered learning environment Being student centered means they (the students) take charge of their own learning at their own pace Hence, flipped classroom offers a new reinvention to those educators who are looking forward from being a “sage on the stage” to the guide on the side (Johnson, 2013) But one should remember that it takes time for a new pedagogical instruction to blend in the current classroom practice There will be some initial discomfort adjusting to less transmission of information from instructor to student This is indeed very crucial for flipped classroom adopters to understand A transition to a new model, regardless of success, may involve uneasiness among the participants (Knight and Wood, 2005) This study is just one example of how instructors can change their way of teaching in a flipped classroom environment Flipped learning in this study focused on students self-pace learning in a student-centered environment Students were being briefed at the beginning of the course the tasks they needed to complete The instructor gave students ample time to prepare themselves and made sure they met the deadline of the assignments Most importantly, they were given significant opportunity to reflect on their own learning In addition, this study also showed an example of how to implement a flipped classroom It’s not always easy for teachers to take risks or try new things but working in a more student-centered and dynamic way can leave both teachers and students more satisfied with the instruction and learning that takes place inside the classroom 3.2 Teaching Implication There are drawbacks to everything, and most teachers worry a lot about students not doing their homework or getting the content they need outside of class The important thing to keep in mind is that there will always be students who never homework and incorporating a strategy like the Flipped Classroom probably won’t change this fact If teachers face students who don’t watch or prepare content outside of class, they might give students the opportunity to watch content during class time This can be done in someone else’s classroom or in the school library while their classmates have the chance to work together and get help with content they have already watched and/or prepared 32 Some teachers are worried that students won’t be able to ask questions for clarification during a recorded lesson or that students may have trouble getting used to doing something in a new way This is especially true when students are often more used to teacher centered lectures than getting involved in a more active (versus passive) way during class Change will take time for students to get used to and it might be best for teachers, who are interested in this approach, to start using Flipped Learning at the beginning of a new school year and letting students know on the first day that this is the plan Another major difficulty can include making sure every student has computer or internet access at home for content watching If this is a “mission impossible,” teachers can think about other places where students can get content outside of class i.e through an article they read, through computer access at school or the student’s very own cell phone, for example 3.3 Limitation Because of the limitation of time, the study was conducted on a small number of attendances The sample size for this study was small which consisted of 120 students Also, the study only suggests some in-class activities which may widely use for many classrooms and purposes However, the teachers may adapt them to meet the demand of their own students 33 REFERENCE Alias, Abdul Karim (2010) Flipped classroom: Total classroom makeover Retrieved from: https://www.openlearning.com/courses/flippedlearning Alias, Abdul Karim (2014) Flipped classroom, mobile learning, whatsapp, and learning nuggets Retrieved from: http://onestoplearning.blogspot.my/search?q=flipped+classroom Baeten, M., Kyndt, E., Struyven, K 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A review of the research Journal of Engineering Education, 93(3) 11 (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and Science (Mazur, 2009); 12 Flipped Learning Network (FLN) (2014) The Four Pillars of F-L-I-P 34 APPENDIX 1: QUESTIONNAIRE FOR STUDENTS This questionnaire was designed to serve the aim of discovering students' feedback to Flipped Learning The answers, therefore, should be frank to your learning circumstance since your answers will be a valuable input for my study Thank you very much for your cooperation Please put a cross (X) on the answer you choose ……………………………………………………………………………………… I Students’ Profile Your grade: 10 11 How long have you been learning English? 12 years II Students’ Experience in Flipped Learning (More than one choice is acceptable) With Flipped Learning, … I can learn better and improve my communication skills I have better understanding of topic before class I have fun to watch videos, it is more engaging and not boring I have more interaction with others It helps me increase confidence in speaking It is less time consuming and allowing more time for discussion Self-pacing/ I can watch video repeatedly at anytime and anywhere It helps encouraging team work I can be more creative in presentation 35 ... training Ha huy tap HIGH school - - TEACHING INNOVATION FLIPPED LEARNING FOR EFL HIGH SCHOOL STUDENTS IN THE COVID 19 PANDEMIC SUBJECT: ENGLISH Author: NGUYỄN THANH TRÀ School: Hà Huy Tập High. .. facilitating their learning In the flipped class, there is more reliance on students? ?? self-directed learning and the teacher, therefore, needs to support learners to be responsible for their learning. .. of their own fallacies and present them to the class In other words, in the flipped learning, students are responsible for watching short videos outside of class time to prepare them for the in- class