(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 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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, Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn