Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES HA THI HAI HUYEN APPLYING THE FLIPPED CLASSROOM MODEL TO IMPROVE ENGLISH READING COMPREHENSION SKILLS OF THE 12TH GRADE STUDENT
THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES HA THI HAI HUYEN APPLYING THE FLIPPED CLASSROOM MODEL TO IMPROVE ENGLISH READING COMPREHENSION SKILLS OF THE 12TH GRADE STUDENTS AT A HIGH SCHOOL, QUANG NINH PROVINCE DURING THE COVID-19 PANDEMIC M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2023 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES HA THI HAI HUYEN APPLYING THE FLIPPED CLASSROOM MODEL TO IMPROVE ENGLISH READING COMPREHENSION SKILLS OF THE 12TH GRADE STUDENTS AT A HIGH SCHOOL, QUANG NINH PROVINCE DURING THE COVID-19 PANDEMIC M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Van Thi Quynh Hoa Ph.D THAI NGUYEN – 2023 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ HÀ THỊ HẢI HUYỀN ÁP DỤNG MÔ HÌNH LỚP HỌC ĐẢO NGƯỢC NÂNG CAO KỸ NĂNG ĐỌC HIỂU TIẾNG ANH CỦA HỌC SINH LỚP 12 TẠI MỘT TRƯỜNG TRUNG HỌC PHỔ THÔNG, TỈNH QUẢNG NINH TRONG ĐẠI DỊCH COVID-19 LUẬN VĂN THẠC SĨ (Định hướng ứng dụng) Ngành: Ngôn ngữ Anh Mã số: 8220201 Cán hướng dẫn: TS VĂN THỊ QUỲNH HOA THÁI NGUYÊN – 2023 DECLARATION Ha Thi Hai Huyen, hereby certifies that this M.A thesis entitled “Applying the flipped classroom model to improve English reading comprehension skills of the 12th-grade students at a high school, in Quang Ninh Province during the COVID-19 Pandemic” is the result of my study in the fulfillment of the requirement for the Degree of Master at School of Foreign Languages, Thai Nguyen university I commit that this thesis has not been submitted anywhere for any degree Thai Nguyen, 2023 Approved by SUPERVISOR Author’s signature Van Thi Quynh Hoa, Ph.D Ha Thi Hai Huyen i ACKNOWLEDGEMENTS First of all, I would like to acknowledge the debt of gratitude to my supervisor, Dr Van Thi Quynh Hoa for her helpful suggestions, invaluable critical feedback, and encouragement in the writing of this study Without her guidance and help, this work would not have been completed My sincere thanks go to all the staff at the School of Foreign Languages, Thai Nguyen University for assisting me and the lecturers who conducted the Master's course for providing me with valuable knowledge I would also like to express my deep sense of gratitude to my dear students, whose participation in and dedication to the research remain invaluable and have been acknowledged Without their precious support, the thesis would not have taken shape Finally, the support extended to me by the members of my family has been immeasurable I would also like to express my thanks to my parents for their wholehearted encouragement Quang Ninh, December 7th 2022 ii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii LISTS OF TABLES, FIGURES AND CHARTS vi LIST OF ABBREVIATIONS vii ABSTRACT CHAPTER I: INTRODUCTION 1.1 Rationale of the study .2 1.2 Aims of the study 1.3 Significance of the study 1.3.1 Theoretical aspect 1.3.2 Practical aspect 1.4 Scope of study 1.5 Organization of the thesis CHAPTER II: LITERATURE REVIEW .6 2.1 Review of Related Theories .7 2.1.1 Reading Comprehension and Reading Comprehension Skills 2.1.2 Reading Types and Reading Purposes .9 2.1.3 Teaching Reading 11 2.1.4 Factors Affecting Reading Comprehension 12 2.1.5 Aspects of Reading 13 2.1.6 Common Reading Strategies 13 2.1.7 The Flipped Classroom 15 2.1.8 Flipped Classroom Model 19 2.1.9 The Advantages and Disadvantages of the Flipped Classroom 20 iii 2.1.10 The flipped classroom model in teaching reading comprehension skills 23 2.1.11 The flipped classroom model during the COVID-19 Pandemic 25 2.2 Previous studies 26 CHAPTER III: METHODOLOGY 31 3.1 Method of the study 31 3.1.1 Setting of the study 31 3.1.2 Research design .31 3.2 Subjects of the study .32 3.3 Data collection instruments 32 3.3.1 Questionnaires 32 3.3.2 Tests 33 3.4 Weekly schedules and research procedures 32 3.4.1 Weekly schedules 33 3.4.2 Research procedures 34 3.4.3 The procedure for using flipped classroom .37 3.4.4 Data collection procedure 39 3.5 Data analysis 40 CHAPTER IV: FINDINGS AND DISCUSSION 41 4.1 Analysis of the information collected from the survey questionnaires 41 4.1.1 Students’ perceptions of the flipped classroom model 41 4.1.2 Students’ perceptions of own-pace learning 46 4.1.3 Students’ perceptions of their participation .48 4.1.4 Students’ perceptions of reducing limitations of class time 49 4.2 Analysis of the information collected from pretest and posttest 50 4.2.1 Distribution of Pretest Scores 50 4.2.2 Distribution of Posttest Scores .51 4.2.3 Comparison of Data on the Pretest and Posttest Scores of the Students 52 iv 4.2.4 Test of Difference between the Pretest and Posttest Scores of the Students 53 CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS 54 5.1 Summary of major findings 54 5.2 Recommendations 55 5.2.1 For the English Teachers 56 5.2.2 For the Students .55 5.2.3 For the further research 57 5.3 Limitations 58 REFERENCES 59 APPENDIX 1: QUESTIONNAIRE FOR STUDENTS I APPENDIX 2: PRETEST FOR STUDENTS III APPENDIX 3: POSTTEST FOR STUDENTS X APPENDIX 4: TABLE READING SCORING RUBRIC XVII APPENDIX 5: SCORES OF THE STUDENTS’ PRETEST AND POSTTEST XIX APPENDIX 6: T-TEST: PAIRED TWO SAMPLE FOR MEANS XX APPENDIX 7: LESSON PLANS XXI v LISTS OF TABLES, FIGURES AND CHARTS TABLES Table 1: The timetable of the action implementation 33 Table The procedure for using flipped classroom for teaching English reading comprehension skills 39 Table Analysis and Statistical tools 40 Table 4: The number and percentage of the students’ perceptions of the flipped classroom model 41 Table Students’ perceptions of own-pace learning 46 Table 6: Students’ perceptions of their participation 48 Table Students’ perceptions of reducing limitations of class time 49 Table 8: Distribution of Pretest Scores 50 Table 9: Distribution of Posttest Scores .51 Table 10: Test of Difference between the Pretest and Posttest Scores of the students .53 FIGURES Figure Blended Learning 17 Figure 2: Action research spiral (Kemmis & McTaggart, 2000) 32 CHARTS Chart Distribution of Pretest and Posttest Scores 52 vi LIST OF ABBREVIATIONS LMS : Learning management system EFL : English Foreign Language F : Frequency % : Percent vii