Skkn implementing the flipped classroom approach in developing students listening capacity

SỞ GIÁO DỤC VÀ ĐÀO TẠO LÀO CAI TRƯỜNG THPT CHUYÊN TỈNH LÀO CAI SÁNG KIẾN KINH NGHIỆM NĂM HỌC 2019-2020 MÔN: TIẾNG ANH ***** “IMPLEMENTING THE FLIPPED CLASSROOM APPROACH IN DEVELOPING STUDENTS’ LISTENING CAPACITY.” NGUYEN THI THU THUONG Lao Cai, 4/2020 skkn TABLE OF CONTENTS CHAPTER I: INTRODUCTION 1.1 Rationale 1.2 Aim of the study.……………………………………………………………………… 1.3 Scope of the study 1.4 The feasibility of using flipped classroom approach in developing students' listening capacity ……………………………………………… 1.4 For teachers 1.4 For learners CHAPTER II DEVELOPMENT 2.1 Literature review 2.1.1 Definition of listening 2.1.2 Challenges in teaching listening skills 2.1.2.1 Challenges for students 2.1.2.2 Challenges for teachers 2.1.3 Definition of flipped learning approach 2.1.4 Advantages of the flipped classroom approach 2.1.5 Limitations of the flipped classroom 2.2 Applications – Flipped classroom model for teaching listening skills 2.2.1 Methodology 2.2.2 Participants 2.2.3 Data collection 2.2.4 Procedure 2.2.5 In-class and out-of-class’s implementation CHAPTER III FINDINGS AND DISCUSSIONS 3.1 Overview of the process 3.2 The result of pretest and posttest skkn 3.5 The results of the interview CHAPTER IV: CONCLUSION 4.1 Major findings 4.2 Implications 4.3 Limitations of the study 4.4 Suggestions for further study REFERENCES APPENDIXES ……………………………………………………………………………… skkn CHAPTER I: INTRODUCTION 1.1 Rationale of the study Listening skill plays an important role in daily life as well as in teaching and learning languages According to Rubin and Thompson (1994), listening skill is the most important language skill, because people spend about 60% of their time listening In addition, listening skill gives people the opportunity to feel language and comprehensively improve their ability to use language Without listening skill, participants in communication activities will not receive the message; therefore, they cannot respond quickly and effectively However, this is the most difficult skill of the four skills that students need to master throughout the learning process In spite of its obvious importance to language acquisition, multiple obstacles face the teaching and learning process It is commonly assumed that listening skill is naturally acquired so little attention is paid to instruct students how to listen Teaching listening is associated with testing learners’ comprehension rather than promoting it A typical listening lesson often follows the procedure of pre-listening, while-listening, post-listening in which students listen to a complete audio text and get the correct answers to a set of prescribed questions posed by the teacher Thorn (2009) emphasized that most listening is done for non-listening purposes like introducing grammar or vocabulary, for discussion, for testing comprehension but not actually to learn how to comprehend One minute of listening is normally supported by countless minutes of not listening activities Answering comprehension questions after an audio is mostly a test of memory The focus is on outcome, on product rather than process, and ignores the specific difficulties students may have experienced during the actual listening Besides, students have minimal listening practice time Meanwhile, the more they practise, the more they make progress Page | skkn Skkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacity 1.2 Objectives of the study In this paper, we will discuss what we mean by” flipped classroom approach”, why we should use the flipped classroom approach in teaching listening skill to English major students at high school, and the advantages and disadvantages of using flipped classroom approach The paper also addresses the principles behind using “flipped classroom approach in developing students' listening capacity.” and give some suggestions concerning the factors to consider when using the approach as well as what to be done to overcome the difficulties facing teachers in this task Finally, an evaluation will be given to see the effect of using the method on teaching and learning listening skills 1.3 Scope of the study The study is mainly about the difficulties that the English teachers meet when teaching listening skill to English major students at specialized high schools and some suggested techniques relating to using flipped classrooms and ways which help teachers improve the quality of teaching listening skills Bedsides, the paper will indicate that learners may turn the flipped classroom into advantage during the period of self-study time 1.4 The feasibility of using flipped classroom approach in developing students' listening capacity 1.4.1 For teachers In contrast to the traditional classroom model, in flipped classroom, teachers perform lectures, theory videos and basic exercises, share via the Internet for students to preview at home, while class time is devoted to answering students' questions, doing difficult exercises, or discussing knowledge more deeply Page | skkn 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Skkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacity 1.4.2 For learners Setting learning goals: Students determine their own learning tasks based on achieved results; set detailed, specific learning objectives, overcome weak aspects Planning and implementing learning styles: Students have the ability to evaluate and adjust learning plans; forming your own way of learning; find a suitable source of materials for different purposes and tasks; proficiently using the library, selecting documents and making folders in accordance with each learning topic of different exercises; recording information readable in appropriate forms, being convenient for remembering, using and supplementing when necessary; self-study problem Assessing and adjusting learning: Students identify and adjust their own mistakes and limitations in the learning process; contemplate how to learn, draw experience to apply to other situations; know how to adjust learning For evaluation purposes, each criterion needs to be divided into different levels to specify the assessment 1.5 Summary of the paper This paper is divided into five main chapters as follows: Chapter I: Introduction This chapter provides the basic information of the paper including the background of the study, the aims, scope and a brief summary Chapter II: Development This chapter presents the theoretical background relevant to the research, details how to collect data and analyzes the collected data to evaluate the real situation of teaching, and learning listening of 10 English class students in Lao Cai high school for gifted students and their perception of using flipped classroom method to improve listening skill Page | skkn Skkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacity Skkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacity Chapter III: Findings and Discussion This session analyzes the collected data to evaluate the real situation of teaching and learning listening of 10 English class students in Lao Cai high school for gifted students and their perception of using flipped classroom method to improve listening news broadcast skills Chapter IV: Conclusion This chapter summarizes the content of the paper, acknowledges the limitations and suggestions for further research CHAPTER II: DEVELOPMENT 2.1 Literature review 2.1.1 Definition of listening Listening is an essential skill that ESL learners have to develop There are several distinct definitions of listening, and each definition represents a different perspective of listening "Listening means taking a vigorous, human interest in what is being told us," said poet Alice Duer Miller "You can listen like a blank wall or like a splendid auditorium where every sound comes back fuller and richer." It is not easy to define listening comprehension but one thing for sure is that listening is to hearing what looking is to seeing as both listening and looking require persons involved to take in relevant information while turning out irrelevant information irrespective of what their zooms are: auditory or visual Howatt and Dakin (1975) pointed out that listening comprehension is “the ability to identify and understand what others are saying including understanding a speaker’s accent or pronunciation, his grammar and his vocabulary, and grasping his meaning” Listening to and understanding speech, thus, consists of a number of basic processes According to Brown (1994), the hearer first processes “raw speech” and holds an “image” of it in short – term Page | skkn 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be retained in short-term or longterm memory as well as deletes the form in which the massager was originally received Those processes clearly indicate that listening is not a passive skill in which the listener takes in and stores aural messages in much the same way as a tape recorder (Anderson and Lynch, 1995) On the contrary, when listening to messages, listeners are active model builders who construct interpretation of those messages by making use of schemata or global knowledge 2.1.2 Challenges in Teaching Listening skills 2.1.2.1 Challenges to students For learners, they have to face up with challenges from listening for a number of reasons: Lack of cultural knowledge of indigenous countries: Wardhaugh (1986) affirmed that language and culture are inextricably inseparable, unable to understand and evaluate languages beyond cultural factors Therefore, students who impose culture and customs of their country to decode the information content in the lesson will be inaccurate, leading to misunderstanding the idea of content to convey Lack of language knowledge: Students' vocabulary is limited, the biggest obstacle to the process of learning and practicing listening comprehension skills When encountering new words, students often have to stop to think, this will lead to miss the next information Pronunciation is another obstacle for students The syllabic changes in the quick and continuous speech in the lesson compared to the clear pronunciation of each syllable of the teacher in the Page | skkn Skkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacity Skkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacity classroom confused students In addition, the occurrence of assimilation, elision and liaison in English speech sequences makes it difficult for high school students Lack of background knowledge is also a challenge for students' listening process Because background knowledge has a great impact on understanding the topic of listening Learners build the meaning of the listening by breaking what they hear (or read) into meaningful units, then re-combining them, based on their existing social and language knowledge, then use logic guesses to fill in the blanks Learners with different background knowledge on a topic at different levels will understand and interpret new information in different ways when they decode new information (Rubin, 1994) 2.1.2.2 Challenges to teachers Even teachers who are professionally trained in those skills have difficulties in mastering them Frankly speaking, teachers who are not frequently listen to the English news, read English newspaper, or speak to English native speakers; they can’t keep up with the latest information and can’t get familiar with the accent of different regions Additionally, designing a brand new listening task for gifted students isn’t as easy as eat a piece of cake Finding and choosing the suitably authentic material for students as well as the reliable source for designing an interesting listening task presents as a challenge to educators Moreover, adapting the lesson to suit all students is another hassle In fact, majority of trainers have to spend a large amount of time making a seem-to-beboring listening task become inviting to all students 2.1.3 What is flipped learning? Before starting to come up with the concept of "flipped learning", the author would like to mention the problems which it will solve and compare to traditional teaching: 90% of the lecture time and 10% of the time to the Page | skkn Skkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacity Skkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacity lesson With the traditional teaching method, a class session will begin with the teacher preparing the lecture to the class and the student preparing to homework the previous day The new lesson will be lectured during class hours and a bit of time will be spent doing class exercises Thus, most lectures are estimated to consume 90% of the time, the remaining 10% is practiced in class by both teachers and students Figure 1: Traditional model vs Flipped model Source: Research Gate (Flipped Learning As A New Education Paradigm: An Analytical Critical Study -: Hanaa Ouda (2016)) There is an argument that the "Flipped Learning" method is highly persuasive as soon as the author is reading the first document It is when listening to lectures that students are assessed to be "low level thinking", and when applying the theory of homework or learning activities, students will be at "high level thinking" This means that when students are passively receiving knowledge, it is difficult for them to think, imagine into their knowledge while listening to the lecture So every time you listen to a certain knowledge that uses it to solve the problem, or think about other problems right away, it will take the whole teacher afterwards The "Flipped Learning" solution offered is “reverse this process” Page | skkn Skkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacity Skkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacity educational administrators should be recruited so that the research findings can be generated from diverse sources of information Next, some other models of flipped classroom will be adapted so match with different learning and teaching conditions Finally, students should be well-equipped with self-study skills so that the learning process will be carry out more effectively REFERENCES Brown, S (2006) Teaching listening Cambridge University Press Brown, G and G Yule 1983 Teaching the spoken language Cambridge: Cambridge University Press Buck, G (2001) Assessing listening Cambridge University Press Call, M 1985 Auditory short-term memory, listening comprehension, and the input hypothesis TESOL Quarterly 19, 765–81 C S Chiang and P Dunkel, “The effect of speech modification, prior knowledge, and listening proficiency on EFL lecture learning,” in TESOT Quartery, vol 26(2), 1992, pp 345-374 D R Long, "Second language listening comprehension: A schematheoretic perspective," in The Modern Language Journal, vol 73(i), 1989, pp 32-40 Ellis, R 1994 Instructed second language learning Blackwell Elkhafaifi, H (2005) Listening comprehension and anxiety in the Arabic language classroom The modern Language Journal, 89(2), 206-220 Goh, C ( ) How much learners know about the factors that influence their listening comprehension? Retrieved March 1, 2010 from http://sunzi.lib.hku.hk/hkjo/view/5/500059.pdf Goh, C (1998) How ESL learners with different listening strategies use comprehension strategies and tactics Language Teaching Research, 2(2), 124147 Page | 33 skkn Skkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacity Skkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacity Horwitz, E.K., Horwitz, M.B, and Cope, J (1986) Foreign language classroom anxiety Modern language journal, 70, 125-132 Krashen, S 1982 Principles and practice in second language acquisition New York: Pergamon Press Lucas, J (1984) Communication apprehension in the ESL classroom: Getting other students to talk Foreign Language Annals, 17, 593-598 MacIntyre, P.D., & Gardner, R.C (1991) Methods and results in the study of anxiety and language learning: A review of the literature Language Learning, 41, 1, 8522 McGroskey, James C (1984) “The Communication apprehension perspective” Avoiding Communication: Shyness, Reticen, and Communication Apprehnsion Ed John A Daly & James C McCroskey Beverly Hills, CA: SAGE: 13-38 Rivers, W (1966) Listening comprehension The Modern Language Journal, 80, 196204 Rubin, J (1994) A review of second language listening comprehension research The modern Language Journal 78 (2), 199-22 Page | 34 skkn Skkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacity Skkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacitySkkn.implementing.the.flipped.classroom.approach.in.developing.students.listening.capacity APPENDIXES Appendix Before experiment’s interview questions How often you listen to the news broadcast? What problems you encounter when doing tasks related to listening to the news broadcast? What have you done to overcome these problems? What activities you like during the lessons in the class? After experiment’s interview questions How you feel now while doing the tasks relating to listening to news broadcast? After finishing the treatment, your listening skill improve? Apart from listening, what you think you have improved? What you think could be the biggest advantage of using flipped classroom approach in listening to news broadcast? What problems you encounter? Could you give some advice to make it better? Would you like to continue this approach in the next semester? 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