(Skkn 2023) the effectiveness of flipped classroom on enhancing 10th grade students’ english grammar learning

EXPERIENCED INITIATIVE THE EFFECTIVENESS OF FLIPPED CLASSROOM ON ENHANCING 10TH GRADE STUDENTS’ ENGLISH GRAMMAR LEARNING Subject: English NGHE AN EDUCATION AND TRAINING DEPARTMENT QUY HOP HIGH SCHOOL ************ EXPERIENCED INITIATIVE THE EFFECTIVENESS OF FLIPPED CLASSROOM ON ENHANCING 10TH GRADE STUDENTS’ ENGLISH GRAMMAR LEARNING Subject: English Teacher: Phạm Thị Hòa Group: English Tel: 0988309657 School year: 2022-2023 TABLE OF CONTENTS PART I: INTRODUCTION 1 Rationale Objectives of the Study Scope of the Study Research Methods PART II: CONTENT I Theoretical and practical background Theoretical background 1.1 Grammar 1.1.1 General Concept of Grammar 1.1.2 Teaching and learning grammar 1.2 Overview of the Flipped Classroom Strategy 1.2.1 Impact of the Flipped Classroom Strategy on Learning English 1.3 Teachers’ Perceptions in Teaching Grammar through Flipped Classroom 1.4 Learners’ Perceptions in Teaching Grammar through Flipped Classroom 1.5 Advantages of the Flipped Classroom approach 1.6 Challenges that Face the Flipped Classroom 11 Statement of the problem 11 II The solutions 12 Procedure for applying the flipped classroom strategy in teaching English grammar 12 Sample of application of flipped classroom strategy in English grammar in the English 10- Global Success 13 III SURVEY ON URGENCY AND FEASIBILITIES OF THE STUDY 35 Objective of the survey: 35 Content and method 35 Respondent of the survey 36 Result of the survey on urgency and feasibilities of the study 37 4.1 Result of the survey on urgency of the study: 37 4.2 Result of the survey on feasibilities of the study 38 PART III: CONCLUSION 39 Results of the experiment 39 Applicabilties of the experiments 40 Limitations of the study 41 Recommendations for further study 41 PREFERENCES APPENDIX LIST OF ABBREVIATIONS EFL : English as Foreign Language PART I: INTRODUCTION Rationale In Viet Nam, English is regarded as one of the most significant subjects at all level of education Learning grammar is a difficult problem for students Grammar are language components which are essential to the mastery of all the four skills We cannot use any language skill without using grammar and vocabulary Grammar is not an end in itself but it is a means to an end to improve learners’ proficiency in the four language skills Working as a teacher of English, I am particularly interested in teaching Grammar Especially the way to enhance students interest in learning Grammar For that reason, I am concerned with approaches and methods which can help to enhance the learners’ grammar proficiency as well as facilitate their learning English as a second language Nowadays, Flipped Classroom in Vietnam is at the stage of exploring and studying Some schools adopt the Flipped Classroom in their common class and try to apply it into traditional class properly However, the application of Flipped Classroom in English grammar teaching in high school is litter than other fields In my paper, I focus on the application of Flipped Classroom in English grammar teaching in Quy Hop high school, and the purpose is to create a new teaching method for teachers to make full use of class time to teach grammar effectively According to my paper, teachers can have the opportunity to use a feasible and relatively complete teaching system, which can transform students from passive learners to active learners, in their traditional class By learning this theory teachers can make full use of classroom time to lead in and teach lessons after understanding, testing and analyzing students’ needs before class; It not only supplies teachers a feasible and relatively complete teaching system to teach English grammar in second high school, but also provides students a wonderful chance to decide when and how to learn by themselves As a result, more and more English teachers and students can be benefit from it, and more and more attractive and interesting classes will be produced In this way, both teacher and student can learn more from it The flipped classroom is one of the most ambitious ideas in education, which emerged in the last decade of the twentieth century with the aim of meeting the needs of learners and promoting learner-centered learning, using very simple technologies The flipped class can affect the teacher's instructional practice and their interaction with students and even communication with parents The main difference between the presentation method in the flipped classroom and the traditional classroom is that the teacher becomes a guide and facilitator of the learning process instead of the lecturer and controller of the teaching process The flipped class gives students control over the teaching process by stopping and rewinding the teacher's teaching video In this way, students with different levels of proficiency can listen to or see the teacher's teaching over and over again, without being accused of being retarded by their classmates Therefore, the students themselves take the main responsibility of planning for the lesson and learn the educational materials without any worries This study investigated the effectiveness of flipped classroom on enhancing 10th grade students’ English grammar learning Objectives of the Study The aim of this study was to apply the flipped classroom strategy in teaching English grammar to examine its impact on Quy hop high school students’ performances, perceptions, and attitudes toward learning English independently ; and after every step of the way; I find out a more effective way to support and help students to learn English grammar better I hope that the findings of the study will partly help to decide whether to apply this technique again in the future or what changes can be made to improve the quality and the effectiveness of the method Scope of the Study The study was conducted on the teachers and students of grade 10 with the new textbook “English 10” global success at Quy Hop High school The study used a convenience sample of participants The researcher selected this sample in particular because the students were already familiar with zalo In addition, a placement test was completed by the control and experimental groups to evaluate if both groups had similar proficiency levels in English grammar Questionnaires are used for teachers and 84 students of 10A1, 10A2 Research Methods The aim of the current research is to investigate the impact of applying flipped classroom as a method to enhance English grammar for students at Quy Hop high school I implemented the flipped classroom strategy by selecting videos based on the students’ textbook and uploading those videos on the zalo before each lesson to provide opportunities for active learning interactions The students of the experimental group were required to watch the videos to learn by themselves and to come to class prepared to ask for clarification, if needed They also practiced what they had learned under the teacher’s supervision by completing collaborative and competitive tasks in groups or pairs Meanwhile, the control group students received in-class only traditional teaching They learned the grammatical lessons without the help of any videos There were units in this experiment At the beginning of the experiment, a placement test was completed by the experimental and control groups to determine whether there were significant differences between them regarding their proficiency levels in L2 grammar During the implementation of the research process, the experimental and control groups studied the same grammatical topics For that reason, both quantitative and qualitative methods are applied in this research by using pre-test, post-test to find out the effectiveness of flipped class method and questionnaires, semi-structured interview as tools to collect the participants’ perception towards the applied method PART II: CONTENT I Theoretical and practical background Theoretical background 1.1 Grammar The term ‘ Grammar’ stated by Hartmann and Stork (1972: 98) : ‘’In its widest sense, the term grammar refers to generalized statements of the regularities and irregularities found in language For the Greeks, grammar was a branch of philosophy concerned with the ‘art of writing’ By the Middle Ages grammar had come to be regarded as set of rules, usually in the form of a textbook, dictating’ correct’ usage.’’ 1.1.1 General Concept of Grammar Grammar is field or linguistics that involves all the various things that make up the rules of language Subfield of linguistics that are considered a part of grammar include syntax, phonetic, morphology and semantics Grammar is also used as a term to refer to the prescriptive rules of a given languages, whit may changes over time or be open to debate The term ‘grammar’ can also be used to describe the rules that govern the linguistic behavior of a group of speakers Michael Swan (2005:19), linguists, who are more likely to pay attention to native British English ( British English) grammar defined as follows: “The rule that show how words are combined, arranged or changed to show certain kinds of meaning” Learning English grammar is important Understanding grammar will give us better communications and thinking skills, making us a better listener, speaker, reader, and writer Understanding grammar will also allow us to develop our own unique personal style of communicating, which can lead to a rewarding career as a speaker or writer Knowledge of grammar will enable us to communicate effectively in any situation, allowing us to form more and meaningful relationships with friends and family Indeed, learning grammar can improve our life and make us better person in several ways 1.1.2 Teaching and learning grammar The English teacher is often portrayed as an "unattractive grammar monger whose only pleasure in life is to point out the faults of others" (Baron, 1982, p 226) For the most part, within the classroom, any mention of grammar causes the student moments of discomfort and sometimes even terror Many teachers have tried to make grammar teaching a non-threatening, imaginative and useful activity within the English curriculum In teaching grammar, three areas have to be considered: grammar as rules, grammar as form, and grammar as resource For many L2 learners, learning grammar often means learning the rules of grammar and having an intellectual knowledge of grammar Teachers often believe that this will provide the generative basis on which learners can build their knowledge and will be able to use the language eventually For them, prescribed rules give a kind of security A better approach is perhaps to see grammar as one of many resources that we have in language which helps us to communicate We should see how grammar relates to what we want to say or write, and how we expect others to interpret what our language use and its focus According to Widdowson (1990: 86), " grammar is not a constraining imposition but a liberating force: it frees us from a dependency on context and a purely lexical categorization of reality." Given that many learners and teachers tend to view grammar as a set of restrictions on what is allowed and disallowed in language use ‘a linguistic straitjacket’ in Larsen-Freeman’s words (2002: 103) the conception of grammar as something that liberates rather than represses is one that is worth investigating According to Morelli (2003), students perceived themselves as having a better attitude towards grammar instruction in context, while performing slightly better after having experienced the traditional grammar instruction 1.2 Overview of the Flipped Classroom Strategy The flipped classroom started in 2006 when two high school chemistry teachers, Jonathan Bergmann and Aaron Sams, video recorded their chemistry lessons for absent students Their students liked the videos and requested them to record and share more videos Bergmann and Sams observed that their videos made a positive impact ontheir students and improved their academic achievement (Bergmann & Sams, 2012).The flipped classroom methodology involves assigning content materials such as lecture notes and pre-recorded videos to students as homework, thus leaving class time for interactive learning activities (Bishop& Verleger, 2013) As a result, instead of spending the lion’s share of class time lecturing and explaining content, the majority of the class time is spent in doing collaborative activities or project or problem-based language learning (Bauerramazani et al., 2016) In order to flip the classroom, teachers should follow the four pillars of the flipped classroom: flexible environment, learning culture, intentional content and professional educator (Bauer-ramazani et al., 2016) The first pillar, flexible environment, implies that the learning environment must be flexible in time and place The second pillar, learning culture, refers to the shift in the teaching approach from a teacher-centred approach to a student-centred approach The third pillar, intentional content, indicates that the aim of flipping the classroom is to develop students’ content as well as cognitive skills Finally, the fourth pillar, professional educator, emphasises the role of teachers in designing excellent lessons, videos and materials, facilitating interactive classroom activities, evaluating and providing feedback to students (Mcnally et al., 2017).A list of four essential elements of the flipped classroom can be derived from Abeysekera & Dawson (2016), Brame (2013) and Mcnally et al., (2017): Prior exposure of students to content (e.g recorded lectures, notes, videos) An incentive for students to prepare for class (e.g pre-class quizzes, online discussions, online activities) A mechanism to measure students’ understanding and to ensure that students have viewed the content (e.g graded pre-class quizzes) In-class activities that focus on higher-level cognitive activities: active learning, collaborative and peer learning, problem-solving and/or case studies Flipped learning is based on some theoretical underpinnings that explain its success and popularity First, Bloom’s Taxonomy is related to flipped classroom because the transmission of information, which is the basic component of learning, is conducted independently by the students outside the classroom and assimilation of information, which requires critical thinking, analysis and synthesis and reasoning, takes part during the class with the guidance of the teacher (Eppard & Rochdi, 2017) Furthermore, constructivism theory is relevant to flipped learning Accorrding to constructivism theory, learning is a result of mental construction (Olusegun, 2015), and learners construct their knowledge through experience, interaction and reflection (Bereiter, 1994) This is evident in the flipped classroom when students are assigned problem-solving tasks where they need to utilise the information that was presented to them previously outside and before the class (Eppard & Rochdi, 2017) Current research on the flipped classroom has shed light on the benefits and challenges of this teaching method According to Marshall and DeCapua (2013), using a flipped classroom allows the teacher to spend class time in observation, feedback and assessment Additionally, the flipped learning approach allows teachers to incorporate collaborative project-based and problem-based learning (Carhill-Poza, 2019) Carhill-Poza (2019) added that flipped learning has the potential to extend communicative language teaching practice by providing learners and teachers with methods that facilitate social mediation Arifani (2019) claimed that the flipped learning approach enhances EFL students’ collaboration Since the approach hinges on the assumption that learning is personal and that learning occurs in active and interactive environments, the flipped classroom fosters the development of high-order thinking skills (Bergmann & Sams, 2012; Bishop & Verleger, 2013) However, implementing flipped learning may face some challenges, such as ‘increased time needed to set up the tools and equipment for technology support, developing appropriate language and assessment activities, finding online resources to support language and content activities, and designing tasks for critical thinking and project-based learning’ (Bauer-ramazani et al., 2016, p 345) Watching videos and reading materials before the class in the flipped learning approach can be an extra homework for students, which can negatively affect student learning in the flipped classroom (Bergmann & Sams, 2012; Lee & Wallace, 2018) Internet connectivity problems might hinder the successful implementation of a flipped learning approach (Andujar et al., 2020) 1.2.1 Impact of the Flipped Classroom Strategy on Learning English Studies suggest the flipped classroom strategy positively affects students’ performance and proficiency levels invarious areas of English language Hung (2015) found that implementing the flipped classroom model in English classes develops students’ academic performance in general In addition, Ishikawa et al (2015) and Obari and Lambacher (2015) found that flipping English classes improves students’ scores on the Test of English for International Communication (TOEIC) In addition, flipping English classes improves students’ speaking skills (DewiSuryani, 2014; Obari & Lambacher, 2015) and reinforces students’ listening comprehension (Han, 2015; Hung, 2015; Kang, 2015) Even in studies where the flipped classroom was utilized to promote other areas of English language, such as students’ grammar, vocabulary, and idiomatic knowledge, the results show that students’ confidence, and oral fluency skills also improved (Han, 2015; Hsieh, Wu, & Marek, 2016; Kang, 2015) Furthermore, the flipped classroom strategy can encourage learners and make them more attentive to the learning process Hung (2015) confirmed that 80% of the participants in the flipped classes spent more time and effort learning on their own compared to students’ in the traditional classes, which indicated that they participated more in the learning process Similarly, Han (2015) noted that during the study, students independently devoted time and effort to finding the technological learning tools and resources they needed to expose themselves to English for their ungraded project, showing motivation and interest in English learning 1.3 Teachers’ Perceptions in Teaching Grammar through Flipped Classroom This kind of strategy gave rich and meaningful learning activities It supports the teacher to be more creative Arnold-Garza (2014) found that the flipped classroom may only be useful for teaching grammar However, teachers’ preparations is the key element Some teachers have already used some methods to flip the class, for instance, letting students learn outside the class, offering video clips as supplementary materials, and cultivating the students’ problem-solving abilities However, more requirements need to be met to achieve flipped classroom This is supported by Webb et al (2014) which found that flipped learning materials require the teachers to have more time in preparing class materials They also discovered that flipped learning requires adjustment time for the teachers Howitt and Pegrum (2015) argued that further time commitment is needed in designing suitable quiz questions and activities which will be used not in class Wanner and Palmer (2015) reported that preparing the course materials for flipped learning can 4.2 Result of the survey on feasibilities of the study Teachers ’opinion about the feasibilities of the study 0% 19% 81% Very feasible Feasible A little feasible Unfeseasible; Figure 4.2 Survey on teachers’ opinion about the feasibilities of the study The result of the questionnaire shown in the figure 4.2 reaveals that the high percentage of teachers strongly agreed with the statement that applying flipped classroom is feasible to improve students' grammar competence Items No Mean Criteria How feasible you think by applying flipped classroom to help enhance students' grammar competence 26 3.8 High How feasible you think it is to implement flipped classroom in an EFL classroom ? 26 3.8 High Table 4.2 Descriptive statistics on the teachers’ opinion about the feasibilities of the study The given table illustrates the mean scores of the two items It can be seen from the table that the mean score of the two items are high in comparison of scoring criteria with 3.8 It can be concluded from these results that most of the teachers find flipped classroom method is practical to implement 38 PART III: CONCLUSION Results of the experiment In this study, the teacher investigated if the flipped classroom strategy would make a significant difference in the experimental and control groups’ achievements in relation to English grammar among Quy Hop high school students’ grade 10 The post-test results show that adopting the flipped classroom strategy appears to play a role in enhancing students’ grammar knowledge, as the mean score of the experimental group was higher than that of the control group The given bar chart compares the mean score of experimental group and control group throughout tests It can be seen from the chart that students’ mean score of the control group only showed a increase in their scores of tests Meanwhile ,the score of students in experimental group experienced a sharp increase in their figure, particularly in the post-test with the mean of 6.9857 6.9857 6.1235 5.5238 5.4182 Control group Experimental group Pre-test Post-test Figure 1.1 Results of pre-test and post-test It is indicated in the chart students’ English grammar learning of the control group only showed a slight increase in their scores of grammar tests without applying flipped classroom method by their scores among the tests (5.4182 in the pre-test and increased to 6.1235 in the post-test) In contrast, the mean scores of participants in the experimental group in all of the tests experienced a sharp increase in their score value (5.5238 in the pre-test and increased to 6.9857 in the post-test), due to the fact that the students in experimental group applied flipped classroom strategy 39 The studies found that the flipped classroom improved students’ grammar knowledge when compared to other instructional methods In contrast to the passive role that the students usually play in EFL classes, students in the flipped classroom were active learners In the flipped classroom, students agreed that they worked hard to learn by themselves In addition, students’ responses in the questionaires revealed that they played an active a role in the learning process In the flipped classroom, students sometimes needed to view the lesson more than once to understand the lesson content or to practice pronouncing some words Students also needed to communicate with the teacher to clarify some the ambiguous or unclear points of the lessons All these responses proved that the flipped classroom strategy activated students’ role in the learning process Furthermore, adopting the flipped classroom strategy solved the problem which was the difficulty of applying the learned grammar rules while practicing English In my study, most of the students agreed that they applied the grammatical rules that they had learned in the flipped classroom in speaking and writing activities The flipped classroom helped students to manage their study time and gave them the option to watch the videos at any time We know that watching videos prior to the class was very useful for students since this approach extended the time of learning Moreover, the findings of this study are that students liked watching grammar video lessons and found them more engaging and useful than reading from the textbook This study also found that students hold positive attitudes towards the flipped classroom as it gave them more opportunities to communicate in English and helped them to improve their pronunciation and support their understanding of the lesson by repeating the video Finally, including flipped classroom strategies in Quy Hop high school will help to take the control that had previously been held exclusively by teachers and put it in the hands of the learners, helping them be autonomous, develop communicative skills, and achieve higher proficiency levels Applicabilties of the experiments This study aimed to explore the effects of the flipped classroom approach on Quy Hop high school learners’ grammar proficiency and their perceptions of the flipped learning approach over the course of eight weeks The results indicated that flipped learning had a positive impact on improving students’ knowledge and usage of grammar; therefore, teachers had better apply this effective method more regularly and come up with different ways to innovate and improve the quality of in-class activities in order to make each lesson of English grammar become an interesting and exciting environment for students to enhance their ability The suggestion of the whole study was that applying flipped classroom method should be used more popularly to teach English grammar for students The first explanation for this was the great and impactful effects of the technique to the 40 students’grammar learning, which were presented through the results of the research Another possible explanation could be mentioned was the interest that the method can bring to the students Also, it can be concluded from the results of the tests that students’ insufficiency of access to flipped classroom is considered as the most challenging feature in implementing it in teaching English, especially teaching grammar With a view to addressing this issue, teachers should design appropriate and short videos that are very simple for students to understand and follow The videos should include several examples related to the grammar rule These examples should be supported by pictures to aid comprehension Additionally, the teachers need to organize more activities using flipped classroom to motivate students Limitations of the study The study still contains some points that should be noted Initially, because of the limitation of time, I can just conduct three phases The major limitation of this study lies in the fact that it only uses one group in an experimental research methodology It has only examined the flipped classroom using one element of classroom methodology, which is pre-class , video lessons instead of being conducted in all the grades at this school In addition , the research still has some limitations in data collection and analysis Another limitation is that some students faced initial discomfort at the beginning of the intervention because they were not accustomed to flipped learning Therefore, the teachers who are planning to implement flipped learning approaches should consider the discomfort that students might face in adjusting to new pedagogical instruction Moreover, another thing to mention is time of taking teachers' teaching Last but not least, the research should be conducted more in reality In other words, we need to really carry out some classes applying new activities Recommendations for further study Hopefully, the limitations mentioned above will help other researchers gain useful experiences in their further related studies First and foremost, we should enlarge the number of research participants In addition, the effectiveness of this method will be recognized more easily if researchers spend more time observing more lessons It is also better if further researchers have an opportunity for real teaching time that this activity is applied A quasi-experimental study comparing the flipped classroom approach to conventional classroom approaches is recommended for future research Large randomised controlled and lengthier trials could provide definitive evidence on the flipped classroom in the context Future research might also investigate the relationship between students’ level of language proficiency, age and gender and the flipped classroom methodology Finally, it is hoped that these suggestions are able to help researchers to have better experience for their studies 41 PREFERENCES Tiếng Anh 10- Student’s book - Education Publishing House and Pearson Tiếng Anh 10- Teacher’s book - Education Publishing House and Pearson Bergmann, J., & Sams, A (2012) Flip your classroom: reach every student in every class every day Washington, DC: International Society for Technology in Education AlRowais, A S (2014) The Impact of Flipped Learning on Achievement and Attitudes In Higher Education Basal, A (2015) The implementation of a flipped classroom in foreign language teaching Turkish Online Journal of Distance Education, 16(4) http://dx.doi.org/10.17718/tojde.72185 Hung, H T (2015) Flipping the classroom for English language learners to foster active learning Computer Assisted Language Learning, 28(1), 81-96 http://dx.doi.org/10.1080/09588221.2014.967701 DewiSuryani, A (2014) The use of “flipping classroom” for teaching storytelling to the tenth graders Ejournal of Universitas Negeri Surabaya Educause Learning Initiativ (2012) things you should know about flipped classrooms Retrieved from http://net.educause.edu/ir/library/pdf/ELI7081.pdf Educause Learning Initiativ (2012) things you should know about flipped classrooms Retrieved from http://net.educause.edu/ir/library/pdf/ELI7081.pdf 10 Flumerfelt, S., & Green, G (2013) Using lean in the flipped classroom for at risk students Educational Technology & Society, 16(1), 356-366 11 Hamdan, N., & McKnight, P (2013) A review of flipped learning Flipped Learning Network Retrieved from http://www.flippedlearning.org/review 12 Han, Y J (2015) Successfully flipping the ESL classroom for learner autonomy NYS TESOL Journal, 2(98), 98-109 13 Sung, K (2015) A case study on a flipped classroom in an EFL content course Multimedia- Assisted Language Learning, 18(2), 159-187 Source: https://www.youtube.com/watch?v=Q5UEPSk9ipE Source: https://www.youtube.com/watch?v=nkAyggAM1q4 Source: https://www.youtube.com/watch?v=LVB4O0BSZBQ Source :https://www.youtube.com/watch?v=-s1gu725tA4&t=201s Source: https://www.youtube.com/watch?v=13TLUMw6og0 Source: https://www.youtube.com/watch?v=v2_Qic03XFI APPENDIX 1: PRE - TEST Time: 20 minutes Mark the letter A, B, C or D to indicate the correct answer to each of the following questions Question 1: Jenny often jeans and T-shirt at school but she a gorgeous dress today A wears - is wearing B is wearing - wears C wear - is wearing D wears - wears Question 2: He usually her at weekend but now he in bed because of his severe illness A visits/stays staying B visits/staying C visited/stays D visits/is Question 3: Hoang and Phong football as they’re having class now A don’t play playing B are playing C doesn’t play D aren’t Question 4: Don’t make noise, children! Parents A sleep B are sleeping C were sleeping D slept Question 5: Look! Minh on stage She looks so beautiful A sings B are singing C is singing D sang Question 6: I am busy at the moment, I _ my home assignment A B am doing C have been doing D will Question 7: After the physics lesson, the children know that water at 100 degrees C A will boil B is boiling C boils D boil Question 8: Hoang his email four times a week in order not to miss anything important A checks B will check C is checking D check Question 9: At the moment, my sister her homework, my brother games A is making - is playing B is doing - is playing C does - plays D makes - is playing Question 10: Hurry up, Linh Other friends for us A are waiting B waits C wait D is waiting Question 11:It’s 7.00 p.m now and we meal together We usually _dinner at that time A have - eat B have - are eating C are having - eat D are having - are eating Question 12: Ms Kim very well when she’s under pressure A not work work B don’t work C isn’t working D doesn’t Question 13: Hoa usually charge of doing the washing-up in her family A takes B is taking C take D will take Question 14: My mom to the supermarket every Sunday for shopping A goes B go C is going D are going Question 15: I’m sorry, Lan is busy now She her document on the second floor A are checking checking B check C checks D is Question 17: Who the guitar in that room, Hoa? A playing B is playing C play D plays Question 18: My mother often _ to the market in the morning, but today she _ at noon A goes/goes going/goes B go/goes C goes/is going D is Question 19: Bich sometimes chicken noodle soup for breakfast A are having B is having C have D has C Did/live D Question 20: she in Hue at the moment? A Does/live Was/living B Is/living APPENDIX 2: POST- TEST Time: 25 minutes Mark the letter A, B, C or D to indicate the correct answer to each of the following questions Julia said that she _ there at noon A is going to be B was going to be C will be D can be He _ that he was leaving way that afternoon A told me B told to me C said me D says to me She said to me that she to me the Sunday before A wrote B has written C was writing D had written I asked Martha to enter law school A are you planning B is she planning C was she planning D if she was planning Laura said she had worked on the assignment since _ A yesterday B two days ago C the day before D the next day They said that they had been driving through the desert A the previous day B yesterday C the last day D Sunday previously The man said that money _ the passport to everything A will be B is C was D can be The teacher said Columbus _America in 1942 A discovered discover B had discovered C was discovering D would Ba said he some good marks the semester before A gets B got C had gotten D have got 10 They told their parents that they _ their best to the test A try B will try C are trying 11 '' Where did you go last night''? she said to her boyfriend A She asked her boyfriend where did he go last night B She asked her boyfriend where he went the night before C She asked her boyfriend where had he gone the night before D She asked her boyfriend where he had gone the night before 12 '' How long have you lived in Ha Noi''? said my friend D would try A My friend asked me how long have I lived in HaNoi B My friend asked me how long had I lived in HaNoi C My friend asked me how long I had lived in HaNoi D My friend asked me how long I have lived in HaNoi 13 He said,“I have been a great tutor.” A He said that he had been a great tutor B He said that he was a great tutor C He exclaimed that he was a great tutor D He said that he has been a great tutor.Ap 14 Mr.Smith said,“We went for a trip to Japan.” A Mr.Smith said that they went for a trip to Japan B Mr.Smith said that they were on a trip to Japan C Mr.Smith said that they had gone for a trip to Japan D Mr.Smith said they went for a trip to Japan.Ap 15 Anthony said,“I will take care of this matter.” A A.nthony said that he would take care of that matter B Anthony said that he will take care of that matter C Anthony said that he would take care of this matter D Anthony said that he will take care of that matter Change the sentences into the reported speech Question 16: They said, “We went to Japan on holiday last week.”  _ Question 17: She said, “I can go home on my own.”  _ Question 18: They said, “We haven’t been to the bank for a long time.”  _ Question 19: He said, “I don’t understand the teacher’s question.”  _ Question 20: Mary said, “I will play cards tomorrow.”  _ APPENDIX 3: QUESTIONNAIRE QUESTIONNAIRE FOR STUDENTS Dear student, This questionnaire aims to evaluate your opinion regarding watching videos at home to help you with grammar lessons Please answer the following questions carefully and honestly Note: Your answer will be confidential Demographic Questions: Student’s name (optional):…………………………………………… Grade:…………………………… Class:………………………… 1- How old are you? a 15 years old b 16 years old c 17 years old d 18 years old 2- How long have you been using Zalo? a Never b Less than a year c One year d Two years e More than two years Please indicate your attitude toward flipped classrooms in “Tiếng Anh 10” by ticking the appropriate column No Statements In flipped classrooms, I communicated lot with other students During the last grammar lessons, I Strongly Disagree Disagree Neutral Agree Strongly Agree communicated with the teacher 3 During the last grammar lessons, I have had to work hard to learn by myself The exercises I have worked on during the grammar lessons deal with real life applications The availability of grammar lessons as videos helped students to use the grammar knowledge in writing and speaking tasks During the last grammar lessons, I have applied my outof- class experiences During the last grammar lessons, I have explored my own strategies for learning I needed technical assistance to watch the videos on Zalo Availability and access to technical support and resources have helped me improve my learning 10 11 I would choose to take another class using video activities at home I like the routine of watching the videos at home and then doing activities about them in class Thanks for your cooperation! SEMI- STRUCTURED INTERVIEW Do you prefer traditional classes or flipped classes? Why? Do you think that flipped classrooms enhance students' communicative skills? Do you think that flipped classrooms enhance students' reading skills? Do you think that students feel more comfortable when they can display the provided material at any time they want? How does the flipped classroom enhance the students listening and speaking skills? Do you think that a flipped classroom can enrich the students' personalities? What are the main advantages that the students can gain by using the flipped classroom? Do you recommend your students to watch extra videos or to search for further information? What are the main drawbacks of flipped learning? 10.Which prominent skills you think that flipped learning develops the most? APPENDIX 4: SURVEY QUESTIONNAIRE https://docs.google.com/forms/d/e/1FAIpQLSfKWkolQoHXPkzTgV3Pjv8hLhVYxziN7kstUr6bzrpEuqgvw/viewform?vc=0&c=0&w=1&flr=0