Using flipped classroom to enhance learners’ speaking performance in viet my anh highschool

Trang 1 HO CHI MINH CITY OPEN UNIVERSITY --- ∞0∞--- NGO CAM DIEM HUONG USING FLIPPED CLASSROOM TO ENHANCE LEARNERS’ SPEAKING PERFORMANCE IN VIET MY ANH HIGH SCHOOL MASTER OF ARTS IN TESO

INTRODUCTION

Statement of the Problem

In 2018, the Circular 32/2018/TT-BGDĐT of the new curriculum was published by the Ministry of Education and Training Based on this official document, there is a prominent alteration in the English language learning and teaching which moves the focus from teachers to students to stimulate and improve students’ communication competence This change will bring the dawn of a new environment where the students will be given more chances to express themselves by using the language knowledge they have learnt in Speaking lessons According to Leong and Ahmadi (2017), in terms of improving communicative competence, speaking is among the most crucial abilities to cultivate and improve It is undeniable that English has become a dominant language which is spoken mostly all over the world (Rao, 2019) Therefore, he believed that achieving a higher academic position and well-paid future jobs require the ability to speak English fluently and accurately As a result, more concern and expectation has been put on the speaking skills and makes it become a priority for both teachers and students (Leong & Ahmadi, 2017) Nevertheless, the majority of students learning English have to face the problems in the Speaking classes such as how to use English to express themselves and lack of the speaking English ability, especially for the students at Viet My Anh High school where the researcher is in charge of teaching students in grade 10 and grade 12

Learners in the EFL context continue to face learning problems that have a negative impact on their English ability Due to the teacher's prominent role in the language classroom, where learners are denied opportunities to speak and practice the language, it has been demonstrated that this has shown a negative influence on students’ oral development (Busaidi, 1998; Littlewood (1984); Hosni, 2014)

Moreover, traditional teaching methods place a premium on what teachers (rather than learners) do Because the teacher has complete control over this method of instruction, which reduces teacher-student interaction, the teaching process is used to represent the transfer of knowledge from the teacher to the passive learners Moreover, according to Anton (1999), taking a teacher-centered approach limits students' capacity to interact with their classmates

The introduction of technology and the broad use of its applications in recent decades has significantly assisted in allowing people to be closer together which helps students develop their sociocultural knowledge The widespread use of computer technology in almost every aspect of life has prompted changes in educational environments According to Challob and Latif (2006) and Abdullah (2011), the development of technology also enriches learning settings by providing a greater variety of options for providing more adaptive learning methods Technology may be used widely in educational contexts to support teachers in connecting traditional classroom activities with online ones Similar to how improving pedagogical technology makes way for more adaptable teaching and learning methods like the Flipped Classroom Model (FCM) According to Chen et al (2016), Hung (2015) and McLaughlin et al (2014), it reflects the idea of giving students the chance to design their own learning experience, and improve their learning outcomes Moreover, Strayer

(2012) and Traxler and Riordan (2003) stated that FCM improved motivation while Baepler et al (2014), Hung (2015) and Zappe et al (2009) added that FCM could encourage higher-order thinking and active learning By enabling students to move at their own pace, direct themselves to additional content, and evaluate their own learning gains, the FCM could also effectively cultivate students autonomy and raise students awareness (Yang, 2013 and McLaughlin et al., 2013), use language skills, and collaborate with their classmates, according to KathleenFulton (2012) This model allows students to spend class time with their teachers and peers debating the ideas in greater depth (KathleenFulton, 2012)

It is a unique chance to collectively negotiate meaning and build knowledge through a variety of activities which were designed by the instructors, who serve as a facilitator and mentor in the classroom In fact, because it emphasizes active learning, the flipped classroom embodies the true essence of a student-centered approach (Freeman et al., 2007; Chaplin, 2009) Therefore, FCM is one of the most suitable approaches to meet the requirements of the new curriculum developed by the Ministry of Education and Training with the aim of developing students’ communicative competence.

Purpose Statement

This study's objectives are to assess the impact of the flipped learning model on speaking proficiency for tenth-grade students in Viet My Anh High school in Ho Chi Minh City and their attitudes toward this new learning model.

Research Questions

1 How does the flipped learning model affect speaking performance?

2 What is the learner’s attitude towards the effects of the flipped learning model in their speaking class?

The significance of the Study

The research demonstrates its importance in a variety of different ways To begin, the research is intended to show how the flipped classroom model helps teachers teach English and engages students' interest in learning how to speak English When it comes to the students who were trained using the flipped classroom, there is a possibility that their performance in Speaking skills could be developed, which is helpful for the students as they learn further English skills In addition, to find out one of the most effective tools to help teachers lighten their workload in class, encourage students to learn English, increase learners’ opportunities to acquire language naturally and provide them with more interaction with teachers during class time rather than passively listening to lectures Additionally, this study promotes the flipped classroom use by English language instructors and calls for additional studies on various perspectives for further exploration of the flipped classroom.

Scope of the Study

1.5.1 The school and the English syllabus for grade 10 students at Viet My Anh high school

This study was conducted at Viet My Anh High school in Ho Chi Minh City, one of the fifteen campuses of Vietnamese American Schools including VAs in Ho Chi Minh City, Can Tho Province and Vung Tau Province Viet My Anh High school is a campus located in Tan Binh District with adequate facilities to accommodate about 200 students attending high school programs Viet My Anh High school programs are highly appreciated for learners’ proficiency in English Focusing on two of the most important factors in training students at this school: mastering four skills and applying the language knowledge for further study in the future Viet My Anh High school wants to help students receive the best quality of education, good skills and also open the possible pathway for the students to gain higher education in the future The school invites teachers, who have an academic degree in their subject, from Philippines, Australia, America, India, England and Vietnam In grade 10, English is taught as one of the core subjects with four periods per week Moreover, there are also eight periods per week for learning IELTS All classes are taught from Mondays to Saturdays and last for 45 minutes for each period There are about 25 students in each class A whiteboard, two air conditioners, a quality sound system, a projector, tables, and chairs are all provided in the classrooms In grade 10, all listening, reading, writing and speaking are focused on during the course (Appendix 1) Nevertheless, because of the limited time, this study merely focused on Speaking skill

1.5.2 Description of the textbook “Friend global”

The English textbook “Friend Global 10” was published by NXB Giao Duc Viet Nam in 2022 “Friend global” textbook includes one unit for introduction and eight main units: Feelings, Adventure, On screen, Our planet, Ambition, Money, Tourism and Science These eight units are taught in approximately 105 periods Each unit focuses on ten parts: Unit map, Vocabulary, Grammar, Listening, Word skill, Speaking, Reading, Writing, Culture, and Review At Việt Mỹ Anh High school, English teachers prefer using P-P-P lesson (Presentation, Practice, Production) and using textbook to teach Speaking Because of the limited time of teaching Speaking at class, almost all students only complete the exercises of grammar points or some useful phrases and vocabulary which are used in Speaking tasks in the textbook Insufficiently, Speaking is just taught in one period per unit

1.5.3 The test and the students

At Viet My Anh Highschool, students are placed into classes by their grade 10 entrance exam and their major: natural science or social science All students have to do four on-going assessments and the midterm test before coming to the final exam for each semester The midterm and final test including four skills are used to evaluate students’ performance After students complete two units, they have to take the midterm test, and the final test is completed at the ending of the semester So that they can do well on the final test, students are supposed to acquire all the necessary knowledge and know how to use it correctly.

Overview of thesis chapter

The main parts of the thesis are the Introduction, the Literature Review, the Methodology, the Data Analysis and Discussion of Findings, and the Conclusion and Recommendations The first chapter discusses the reasons for conducting the study, as well as its goals and the background of the research The significance of the study and two research questions are then stated In the end, a comprehensive overview of the thesis chapters was provided Chapter 2 provided a review of the literature primarily focused on speaking, the flipped classroom, and pertinent prior studies This section also introduced the research gap The methodology was described in Chapter 3 which gave the details for the research setting, the materials used in the flipped classroom, the research design, the participants, the procedures of the experiment, and the instrument used to collect data In Chapter 4, all data collected from the tests, questionnaire, and interview were analyzed and interpreted by the researcher Moreover, the research also provided a report on the findings in this chapter Then, the results were talked about in light of the two research questions and the results of other studies in the same field Chapter 5 summarizes and draws conclusions based on the findings of the study The study's limitations are also discussed, along with some implications for how to develop and enhance the way English speaking is taught and learned.

LITERATURE REVIEW

Speaking

Speaking skills involve using the target language to convey ideas verbally and are a component of communicative competence Communicative competence is defined as the ability to use grammar and vocabulary, understand how to start and end the conversations, discuss different topics in different ways with different people in different contexts and also use various kinds of speech of acts correctly (Nunan, 1999)

It appears, however, that Vietnamese students lack the vocabulary to adequately express their ideas, and they would benefit greatly from exposure to contexts in which they could use English in everyday life

2.1.2 The teaching and learning of speaking

Speaking ability is influenced by communicative skills like grammatical ability, discourse ability, sociolinguistic ability, and strategic ability (Richards & Renandy,

2002) Moreover, in a dynamic encounter where the linguistic skill of one or more interlocutors must adapt to their whole informational input, including linguistic and paralinguistic input Savignon (1983:22) describes communicative competence as the ability to conduct a conversation in the correct context Furthermore, our ability to convey, interpret, and negotiate meanings with others in particular contexts is referred to as our communicative competence The following discussion of concepts by Shumin

(2002) and Brown (2000) will go into more detail about those four elements of communicative competence

The term "grammatical competence" refers to an increase in knowledge of the morphology, syntax, lexicon, and mechanics of language Savignon (1983:37) said grammatical competence is the capacity to recognize and apply a “language's lexical, morphological, syntactic, and phonological aspects” to produce words and sentences Moreover, Shumin (2002) added that the phrase mechanics in speaking relates to the fundamental sounds of letters and syllables, the pronunciation of words, intonation, and stress

“Discourse competence” is defined as the ability to use conjunctions, synonyms, antonyms, pronouns, etc correctly In addition, the capacity to link sentences together in discourse stretches is also one of the discourse competences, according to Kamiya

Understanding the social and cultural norms governing language and discourse called “sociolinguistic competence”, which calls for an awareness of the social setting in which language is utilized (Brows, 2000) In addition, as stated by Shumin (2002), students who are taught about the sociolinguistics of language are better able to read and interpret the discourse around them by knowing what kinds of comments and questions are appropriate in different situations

Perhaps, the most crucial component of communicating ability is strategic ability, which is how learners use language to reach their communicative goals (Brown, 1994:228) “Strategic competence”, according to Kamiya (2007), is the capacity to apply “verbal and nonverbal communication strategies” to compensate for deficiencies in grammatical and sociolinguistic competence or to improve communication

Moreover, according to Boonkit (2010), collocations, vocabulary, and pronunciation are crucial for students' speaking abilities Mazouzi (2013) added that, for effective communication, fluency and accuracy are both absolutely necessary In conclusion, speaking could be improved by utilizing an appropriate lesson plan, efficient teaching techniques, sufficient tasks, and an abundance of varied materials (Bailey 2005; Songsiri 2007)

According to River (1968), the primary objective of speaking instruction is to improve communication effectiveness When learners attempt to explain themselves, there is hesitancy, pauses, a great deal of repetition, and frequent indefiniteness as the speaker searches for the most expedient combination of elements to convey their intended meaning (As referenced in Boussiada, 2010, p.15, 16)

These issues stem from a lack of motivation, insufficient listening practice, a vocabulary deficit, a lack of self-confidence, and a fear of making errors

According to Lightbown and Spada (2006), in order to improve proficiency when learning a second language, motivation is a crucial component Learners' need for communication and their perspectives on the foreign language are two key components that define it For example, if students are required to speak a foreign language in their daily life or professional environments, they will understand how important it is to do so and will be strongly inspired to do so Similar to this, learners' willingness to communicate in the target language will grow significantly if they have favorable feelings towards native speakers of a foreign language and their culture Much research has proven the important role of motivation in learning language (Al Noursi, 2013, Ahmed, 2015, Tanni, 2015 and Khan, 2016)

The environment has an impact on how a learner's language develops It is anticipated that a learner's acquisition of the target language will be extremely likely after he or she has extensive exposure to the second language and interacts with speakers in the area In reality, according to Kumaravadivelu (2006), the societal setting is crucial because it shapes a variety of learning elements, including the motivation, objectives, and competency of second language learners Wong-Fillmore (1989) came to the conclusion that social context influences and provides favorable opportunities for second language learners because it enhances their language acquisition potential As a result of everyday practice, language learners who have many opportunities to speak can communicate with excellent fluency However, because they cannot converse in English both inside and outside of school, children in nations where English is spoken as a foreign language find it challenging to develop their speaking skills

In fact, according to Khan (2011) and Phan (2015), it is believed that one of the biggest barriers preventing Arab students from achieving an adequate level of English proficiency and competency is a lack of exposure to English in everyday interactions Students from other Asian nations, such as Vietnam, Japan,

Indonesia, and China, who lack exposure and struggle to communicate in English, are also affected by this constraint on exposure, in addition to Arab students Chinese learners struggled to acquire English since much of what they were exposed to was written English, with little actual spoken interaction (Wang,

2009) Likewise, Jdetawy (2011) and Rahman (2013) emphasized that Arab students who learn English have difficulty speaking since they are unfamiliar with the language and prefer to utilize Arabic as a formal language of communication Rabab’ah (2003) and Alrabai (2014) also came to the conclusion that a significant contributing factor to the pupils' low level of English is their limited exposure to the target language Therefore, to improve their speaking skills, students should participate in actual-life situations

This problem relates to how much time is spent speaking by each pupil Teachers need to be aware of specific personality qualities that can affect students' engagement (Rivers, 1968) There are some students who have a tendency to be dominant and monopolize the majority of the class's speaking time Others, on the other hand, prefer to speak only if they are certain that what they will say is accurate, while others remain silent throughout the entire course and show no interest or participation Harmer (2001) suggests grouping together and collaborating with weak participants, they will not hide in such situations The students can achieve a high level of participation by relying on the participation of strong students The arrangement of the classroom, which may hinder students' participation in some speaking activities, is a further factor that can hinder participation Bowman et al (1989, p 40) support this notion by stating,

The flipped classroom model

2.2.1 Blended learning and flipped model

Around the world, technology has had an enormous impact on language teaching and learning in a variety of contexts around the world, L2 learning has been demonstrated to increase in foreign language (FL) and L2 classrooms that combine technology with in-person education, or blended learning This is done by allowing students to work on their own and at their own pace, which in turn helps them learn the language (Krkgoz, 2011) Blended learning, according to O'Flaherty and Philips

(2015), has grown to be one of the most popular strategies for promoting greater levels of academic accomplishment Recent studies from Behjat et al (2012); Obari (2012); and Geta and Olango (2016) have shown that using blended learning to improve students' language skills, particularly in speaking, is a successful strategy

Flipped classrooms are the latest instructional innovation in education, especially in the area of teaching English as a second language (ELT) (Amiryousefi, 2019) They encourage a focus on the students In the beginning, this method was referred to as the

"classroom flip" (Baker, 2000) or the "inverted classroom" (Lage et al., 2000) However, Bergmann and Sams (2012) are the ones who brought the term "flipped classroom" to the forefront of education (Adnan, 2017; Yeo, 2018) Students are expected to read the course material prior to class in flipped classes Quizzes, discussions in groups, and interactions with peers are a few examples of in-person or face-to-face (F2F) activities that are utilized to advance students' abilities and understanding (Roehling, 2018) According to Chen Hsieh, Wu, and Marek (2016), Hung (2015), McLaughlin et al (2014), and Overmyer (2012), flipped learning is a strategy for teaching foreign languages that uses technology and gives students a range of learning options Students in a traditional classroom listen to their teacher deliver lectures in which they are presented with new information Afterward, they use the information that they have learned to complete assignments at home On contrary, the concept of "flipped learning," in which students are provided with information in advance through the use of technology, provides various intensive educational activities in class, enabling students to engage in activities that are more relevant and engaging, thereby improving the learning results (Boucher, Robertson, Wainner & Sanders, 2013)

It's crucial to recognize that the "flipped classroom" has more than one meaning Basically, it's a way to switch the order of the lecture and the homework, which changes the roles of the teacher (teacher-centered) and the students (student-centered) This can be witnessed by observing that the flipped classroom serves as a method for rearranging lectures and homework

2.2.2 The characteristics of the flipped classroom

The "seven pillars of flipped learning" principle was created in 2014 by Chen, Wang, and Kinshuk to broaden the discussions surrounding this method of instruction 1/ Flexible environment: A physical classroom and an online learning community provided students with a flexible environment

2/ Learning culture: Through the online learning community, students were able to actively participate in interrelated and collaborative educational tasks outside of the school thanks to a student-centered learning environment

3/ Intentional content: Students were provided with video content that had been thoughtfully produced by teachers with the express purpose of fostering learning and the pursuit of new information

4/ Professional educators: All feedback both online and face-to-face were made by teachers who carefully check and follow students’ participation and improvement 5/ Progressive networking learning activities: Students learn new things, talk to each other, and work together with their classmates through community for online learning as the learning activities progress

6/ Engaging and effective learning activities: Professional educators have the abilities, approaches, and dispositions to foster a constructive learning environment They consider structure, dialogue, and learner autonomy to minimize transactional distance

It is believed that learning is most successful when it is fun and useful

7/ Diversified and seamless learning platform: The extensive LINE learning community and intensive in-class learning exercises created a flexible and enjoyable learning environment

Brame (2013) has developed the flipped classroom with four main components, all of which are grounded in the flipped classroom's theoretical framework:

First, it gives students the chance to get a head start on their learning by allowing them to watch videos before class

Second, it provides students with an incentive to prepare for class Students will be inspired to force themselves harder by all of their assigned homework Each homework task will then be checked for accuracy during class or graded

Thirdly, it offers a way to gauge students' understanding Thanks to pre-class assignments, teachers can adapt class activities to suit the desires of their pupils Additionally, Walvoord and Anderson (1998) claim that most of the feedback that learners need is given in class, which eliminates the need for teachers to provide in- depth analysis beyond the class Furthermore, teachers can evaluate the understanding of their pupils in class using a number of in-class exercises

Fourthly, it develops classroom activities which prioritize advanced understanding and learning Students who finish all of their assignments in class will be better able to apply new knowledge to their learning and develop their skills All classroom activities can be prepared for by students at home

According to the findings of Hamdan et al (2013), the most important factors in explaining the defining features of the flipped classroom were “Flexible Environment, Learning Culture, Intentional Content, and Professional”

The first pillar shows how learning environments can be flexible and change (Ahmed, 2016) According to Song (2016), when students have the autonomy to decide how and when they want to learn outside of the classroom, complete their assignments, and seek assistance from others, this indicates that they are accountable for their academic performance This gives them more time to develop their learning opportunities and goals by getting better at higher-order thinking skills (Hamdan et al.,

Learning Culture, the second pillar, helps students move from being passive students in a conventional classroom to being active students To put it another way, according to King (1993), the second pillar of the flipped classroom paradigm shifts the focus of the class away from the teacher, who is viewed as the most powerful source in the class, and toward an approach that is more student-centered (Santikarn & Wichadee, 2018) Additionally, in Learning Culture, teachers are able to make use of the time allotted for instruction in the classroom to have one-on-one conversations with students (Song, 2016), and learners can engage in a number of activities to strengthen their bonds with other learners

In the third pillar, according to Subramaniam and Muniandy (2016), teachers make the most of class time by using a variety of engaging activities, regardless of the level of the class and topic of the lesson Moreover, Hamdan et al (2013) added that these include collaborative instruction, problem-based instruction, and active learning methods As a result, learners gain more opportunities to engage in meaningful practice and a wide range of extracurricular pursuits

The last pillar highlights the importance of teachers in the flipped classroom According to Subramaniam and Muniandy (2016), to implement the flipped classroom, teachers have to possess a variety of skills and creativity, including the ability to select appropriate materials, adopt all classroom activities, and change the taught through lectures lesson to a class with activities What this implies is that teachers should be aware of ways to make the most of the time they have in class to communicate with their students (Du, 2018)

Videos

Videos, quizzes, and reading papers are all examples of materials that can be used to implement a flipped classroom in a speaking class But for a number of following reasons, this research focused solely on the use of video content in the flipped classroom because of some following reasons:

First, within the principle of the flipped classroom model, video is frequently used as pre-class educational content, according to Davies et al (2013); Frydenberg

(2013) and Imran (2013) The use of video in educational settings is becoming more popular as a result of the medium's rising profile, based on the research of Kay and Kletskin (2012) and Whatley and Ahmad (2007) Videos have been utilized in the following ways: (a) to share resources from last lectures for students, according to Griffin et al (2009); (b) to demonstrate interesting guest speakers and unique subjects, like the findings of Wang et al in 2010; (c) to describe how to solve a problem, like McGarr (2009) said; (d) to offer supporting materials (McGarr, 2009) and summing up lessons, according to Whatley and Ahmad (2007); (e) to provide students with administrative information (Shim et al 2013); (f) to assist students in learning through cooperatively researching, organizing, producing, and sharing their own topic-based videos, based on the finding of Kearney (2013)

Second, using videos in teaching language in a flipped classroom can bring a lot of benefits According to Hew (2009), the primary advantages that come with listening to videos are ease, convenience, and savings in time that they offer to learners (p 334) Another piece of research found that students felt that learning through the viewing of videos was pleasurable, according to Copley (2007); and inspirational like McGarr

Third, according to Richardson (2006), Kay and Kletskin (2012), Vajoczki et al

(2010), and Borup et al (2012), by watching videos, students can enhance their comprehension, problem-solving abilities, and online presence on social networks This is because videos can help students understand concepts that are difficult to convey through text or graphics (Evans 2014)

According to Harmer (2001), there are three primary categories of video that can be exploited in the classroom: "off-air" programs; "real-world" films; and language- learning videos

Off-air programming: Off-air programs are television shows that have been recorded by a channel that is currently broadcasting them Certain of them are difficult to understand for students, particularly when a variety of accents are used

"real-world" films: there is no valid reason for instructors to refrain from independently distributing videotaped content such as full-length films or documentaries on natural history language-learning videos: the most significant benefit of using language learning videos is that they have been created with students' potential abilities in mind Nevertheless, there is a risk that the videos used for language learning will not pass the quality test because the production is of low quality, and both the situation and the language used are not authentic Therefore, the choices available to the teacher should be restricted to those sequences that will be well received and enjoyed by the pupils Videos, quizzes, and reading papers are all examples of materials that can be used to implement a flipped classroom in a speaking class However, the flipped classroom is thought to be connected with videos most, according to Thaichay and Sitthitikul

(2016), However, it is believed that videos are most closely associated with the flipped classroom since they are a terrific tool for allowing students to stop, rewind, rewind, and listen as many times as necessary The flipped classroom uses at least three methods for gathering online content: recording and delivering your own lessons online; incorporating existing Massive Open Online Courses (MOOC); and gathering a collection of YouTube videos for every topic in the syllabus (Maher et al., 2013) The first approach, however, could take some time and frequently needs updating as technology advances Additionally, the second technique is challenging to implement due to Vietnam's slow Wi-fi connection, and it is problematic for every learner when they must be on-line all at once Thus, just the final one is the greatest fit for the flipped classroom when permitting a course to be altered in accordance with the requirements of the particular course while being added at proper moments throughout the term (Maher et al., 2013) Additionally, because all of the chosen videos were created by native speakers, they will aid students in improving their listening comprehension abilities in addition to learning the video's material For the reasons listed above, the present research gathered videos online from reputable YouTube sources to teach Speaking in the flipped classroom since this method is the most successful among the others, according to Maher et al (2013)

YouTube is home to a wide range of video content, including English language lessons It is possible for both the teacher and the pupils to readily obtain the movies that they desire for the purposes of learning and teaching There are many benefits to using YouTube videos for education and learning These benefits, according to Jalaluddin (2016), are listed below

1 YouTube videos are online and accessible anywhere with internet access

2 YouTube videos provide viewers to authentic English and provide instances of how people actually use the language in daily life

3 The combination of images and sound in a video makes it convenient for students to comprehend an abstract concept

4 YouTube videos engage students, making language learning more interactive They find it fascinating and complicated because the video demonstrates how individuals converse in the target's language

5 Students can comment on YouTube videos, especially online As a result, it also helps students develop their other language skills

To use video effectively in the classroom, instructors must be aware of a number of potential issues Harmer (2001) had likewise described these issues:

For the majority of people that use the internet and watch television, turning on the monitor in a lecture hall is not very fascinating Both the teachers' choice of video content and how they use it must provide students special educational opportunities that go beyond reenacting typical home television viewing

B Inadequate quality tapes and disks:

Students who are accustomed to better will be uninterested in poorly videotaped and poorly produced material Teachers must determine whether the quality of a videotape or disk is sufficient to stimulate students' interest when deciding whether to use one

Some individuals believe that longer than two or three minutes of video causes students to fall asleep However, others prefer to show the students entire programs A one- to six-minute video clip can yield a variety of exercises and demonstrate a satisfactory range of language They are more easily manipulated and highly motivating These brief excerpts are typically the best choice However, when teachers want to use longer ones due to the subject matter or because it is impossible to extract good short extracts, teachers will need to create activities to keep our students engaged.

Definition of attitudes

According to Gardner (1985, pp 91–93), attitude is a measurement of reacting to a referent or attitude object that is deduced from the person's views or opinions regarding the referent He claims that an attitude is an inference drawn from a set of beliefs about the attitude object It is a combination of a man's basic emotions and instincts, prejudice or bias, ideas, fears, threats, and convictions towards any given subject In addition, he offers the idea of attitude as a motivating factor for language learning Furthermore, motivation is the result of putting in effort, having a positive attitude towards language acquisition, and having a desire to achieve the goal of learning the language Wenden (1991), however, offered a wide meaning of the term

"attitudes." According to him, there are three parts that make up the phrase attitudes: behavioural, affective, and cognitive An attitude's beliefs, thoughts, and views regarding its object comprise its cognitive component The term "likes" or "dislikes,"

"with" or "against" feelings and emotions towards an object are referred to as the

"affective component." The final element pertains to behaviour, denoting an individual's consistent actions or intentions towards the item (Wenden, 1991) From a different perspective, McGuire (1969, p 157) as referenced in Oscamp (1977, p 10) raises the possibility that the three components are so intimately tied to one another that it is the responsibility of theorists who insist on making the distinction to prove it is valuable Because of this, Van Ells et al (1984, p 116) suggested that measuring all three components or just one does not present any issues because the components' relationships are so close that measuring just one component can provide enough information about an attitude In her work, Eveyik (1999, p 21) concurs with the majority of researchers about the definition of "attitude," which is the disposition to act consistently towards an object and the state of preparedness to respond to a situation.

Review of previous studies

In June 2013, Bishop and Verleger gave an overview of all the research that has been done and is still being done in the flipped classroom The majority of studies have focused on student perceptions and single-group study designs There is evidence that the flipped classroom improves student learning compared to the traditional classroom Researchers suggest conducting future work studies with controlled experimental or quasi-experimental designs in order to investigate objective learning outcomes

In 2015, Hung contributed to the flipped classroom review by describing in detail a planned effort to implement the flip method of instruction using the active learning strategy of WebQuests in language classrooms The study investigates the effects of flipping the classroom on academic achievement, learning perspectives, and involvement of students who learn English The study involved 75 participants in total They were from three Taiwanese university ESL classes Each student had a desktop computer in a multimedia lab for three 50-minute classes per week All of the students were in their first year of studying English at the university level and were 18–19 years old with an average of 10 years of prior exposure to the language None of them had ever experienced a flipped classroom, and only approximately a third of them had blended learning in high school The study developed three distinct formats for flip teaching using a quasi-experimental design The findings demonstrated that structure and semi-structured flipping lessons were superior to non-flip lessons in terms of effectiveness Both structured and semi-structured flip lessons improved learning outcomes, attitudes toward learning, and learning efforts This promising approach to teaching in other fields warrants further research, the study concludes

In line with Bishop and Verleger’s survey and Hung’s research, in 2017, Chen Hsieh, Wu, and Marek investigated the advantages of the flipped classroom model for English language learners Flipped learning and Wen's output-driven/input-enabled model was employed to organize a comprehensive speaking training course for English idioms Participants in the study consisted of 48 second-year English majors who were enrolled in two obligatory classes for oral English instruction The study participants had equal opportunities to learn English idioms in a flipped classroom, with the LINE smartphone app, and through traditional methods Idiom tests before and after the flipped learning experience, to gather information, two questionnaires about students' opinions of the flipped learning and technology framework, instructor observations, and semi-structured focus groups were used Participants were encouraged to employ idioms in class by the theory-driven flipped instruction that included online textual and oral engagement This considerably increased the learner's idiom competence This proved that the flipped learning strategy was effective in assisting the class in achieving its learning objectives The authors provide practice advice and insights into how theory-based flipped learning affects students' motivation and idiomatic expression acquisition The authors also provided student opinions of the LINE online platform

In the same year, Wu, Hsieh, and Yang (2017) examined how a mobile-based online learning community in a flipped classroom affected EFL students' oral proficiency and perceptions A greater level of engagement in strongly experiential educational experiences like telling stories, conversations, collaboration, discussions in class, and presentation groups was as a consequence of the learning online community's facilitation of valuable and beneficial cooperation and a substantial improvement of participants' abilities to speak A four-year comprehensive university in central Taiwan studied fifty sophomore English majors in two oral training classes Pre-tests and post-tests on students’ oral reading and comprehension, combined with questionnaire, and semi-structured focus-group interviews were used to analyze multiple data sources

Furthermore, when Abdullah, Hussin, and Ismail (2019) combined observation, focus group interviews, and observation with oral proficiency tests, they also discovered that students' involvement, willingness, level of level of engagement, and proficiency in English speaking all improved eventually over the course of the English conversational tasks There were 27 undergraduates enrolled in the course Advanced Communication Skills In this study, a quasi-experimental method, specifically purposeful sampling, was used FCM was a successful technique for teaching English as a foreign language (EFL) in a speaking situation, according to quantitative and qualitative research A paired t-test showed that the increase in performance was of statistical significance in oral proficiency after the intervention The findings of the study led the researchers to make a number of recommendations, one of which was that educators be encouraged to make use of contemporary technologies, in particular FCM Moreover, in 2020, Du designed the corresponding teaching process to examine the self-management learning capacity, self-learning psychology, and self-learning behavior of non-English majors This study used non-English major incoming freshmen from a top Hebei Province university Each experimental and control class had sixty 18-year-old students with identical educational backgrounds and cognitive abilities Each class was taught by the same instructor Students took the autonomous learning survey before the experiment Both classes had serious learners, information acquisition skills, and the ability to self-regulate, enabling autonomous learning in a flipped classroom The data was collected through tests, questionnaires, interviews, and classroom observations After a semester of research and experimentation with a control group and an experimental group, they discovered that an autonomy College English learning strategy based on the flipped classroom can significantly improve students' language proficiency and help them become more self-directed and motivated The findings conveyed that the flipped classroom enabled college students' autonomous learning in new directions

Regarding the realm of online learning and instruction, Sudarmaji, Anwar, and Mulyana (2021) conceived of a study to investigate the effect of employing the flipped classroom model on the speaking abilities of students The research employed quantitative methodology, and the sample consisted of 34 senior high school students who were selected systematically using quasi-experimental research with a before-and- after design Due to the inability to hold actual face-to-face meetings at school, the entire online flipped classroom model was implemented, enabling pupils to communicate face-to-face digitally with the teacher and other students through group chat and conference calls to talk about the subject and practice speaking English in class During a group chat before class, students were told to study the material before class During class, the whole class met face-to-face through conference calls A spoken test was employed to compare the skills of learners prior to and after the flipped classroom concept was implemented The results demonstrated that the fully online flipped classroom model not only engaged the experimental group with the English material, but also dramatically enhanced their speaking performance Moreover, the students' confidence in speaking English increased during the class period

For most recent research about the flipped classroom model is Santhanasamy and Yunus’s In 2022, they carried out a systematic literature review with a focus on the flipped learning approach Preferred Reporting Items for Systematic Reviews and Meta-Analyses, or PRISMA for short, is a review methodology that was used to carry out the analysis The databases Scopus, Google Scholar, and ERIC were searched, and the results revealed a total of 39 articles published between 2017 and 2020 that discussed the use of flipped learning to improve public speaking abilities On the basis of the results, self-regulated learning, interaction, motivation, and achievement were identified as the primary themes that support the use of flipped learning to improve students' speaking skills As a result, the paper is useful to policy makers, teachers, and learners in the implementation of the flipped learning approach, which aims to improve students' speaking abilities across a range of educational levels

In Vietnam, Tran (2018) was prompted to undertake the study by the comparatively successful outcomes of the flipped instruction approach when teaching content subjects The study used a quasi-experimental approach to investigate how a flipped classroom model affected the speaking abilities of EFL (English as a Foreign Language) students It included pre- and post-speaking assessments, a questionnaire, and a semi-structured interview The attitudes of students towards the model were investigated further 60 undergraduate students from Can Tho University who were enrolled in two General English classes during the five-week summer semester of the 2016–2017 academic year served as the study's subjects Students who did not declare an English major and whose initial English proficiency was evaluated to be between the levels of upper elementary and pre-intermediate were included in the study They were between the ages of 19 and 21 The findings demonstrated that the students were able to improve their speaking abilities as a direct result of the flipped model, and that they had a favorable opinion of the model The study suggests good ways to use flipped instruction when teaching a foreign language

In conclusion, most of these studies above show that the flipped classroom is effective in learning and teaching English, especially speaking, and promotes positive attitudes toward flipped classroom model Even though those studies showed certain gaps, they also found some information that is highly beneficial for other investigators who are also interested in the use of the flipped classroom Initially it should be noted that while many researchers in other countries closely focused on the effects of implementing the flipped classroom approach in teaching and learning speaking, there hasn't been a lot of study on how the flipped classroom approach affects speaking learning in the Vietnamese context In addition, studies in both Viet Nam and other nations appear to favor university and college students, not high school students To fill in the gaps, the current study examined whether applying the flipped classroom in speaking learning at Viet My Anh high school in Viet Nam is similar to other contexts and whether students reflect on its benefits and drawbacks.

Chapter summary

Through the presentation of two major sections, speaking and flipped classroom, this section has provided an essential review of how the flipped classroom has affected English speaking learning and teaching In response to speaking, the following five crucial points were listed: the definitions of speaking, the learning and teaching of Speaking, the difficulties of Speaking and the role of teaching The definitions and traits of the flipped classroom were thoroughly explained in the second section Then, it went into detail about how to run a flipped classroom and what types of the videos that should be used It also clarified the advantages and difficulties of using a flipped classroom to learn English Also mentioned were the other relevant research of the flipped classroom from around the globe and from Vietnam The research gap from the previous research was also presented in this chapter.

RESEARCH METHODOLOGY

Research setting

The research was carried out over the course of eight weeks in the second semester to look at the relationship between the flipped classroom and the students’ speaking performance at Viet My Anh high school, beginning on January 30 th , 2023, and ending on March 24 th , 2023 The participants were required to learn two units (from Unit 5 to Unit 6) in the textbook Friend Global (Lan, 2022) There are four skills such as listening, speaking, writing, reading skills; and some parts of speech such as vocabulary and grammar; and the culture part, review unit as well The experimental and control group learned English four periods per week, and each period lasted 45 minutes, so, it took students more than two weeks to complete one unit – ten periods

In this study, Speaking was taught in the 7 th period of each unit

For the experiment, only two new points of speaking were used, such as comparing and contrasting different holiday jobs; and describing and making the comparison between two pictures The remaining speaking topics throughout the course were ones that the students already knew: making complaints, discussing and planning a holiday trip as well as narrating events.

Flipped classroom materials

According to Thaichay and Sitthitikul (2016), there is no standard template for the flipped classroom, which is one sort of blended learning and contains a number of frameworks for this style of training The flipped classroom can include a variety of materials, including videos, tests, reading assignments, and more; however, in this study, only video content was used

In this study, all clips distributed to students were chosen from Youtube and Lingua attack for many reasons mentioned in the previous chapter

Firstly, the video of vocabulary for unit 5 – useful phrases for making comparisons and contrast essays came from Better Writing Channel This is a channel from Youtube with nearly 8,75 thousand subscribers so it is a widely used and trustworthy channel Moreover, it was designed based on the Essentials of Academic Writing Workbook

Secondly, the video for comparing pictures in Unit 6 came from English with Em Channel which had 14 thousand subscribers so it is a popular and dependable channel Moreover, this channel helps people learn how to speak English fluently and confidently! With grammar, vocabulary, idioms and expressions, exam preparation, and pronunciation tutorials with a speaker from Britain

Thirdly, the video for describing pictures in Unit 6 came from How to English

Channel which had 8,67 thousand subscribers so it is a popular and dependable channel Moreover, this channel focuses on English grammar, English vocabulary, English idioms and phrases, English phrasal verbs, Interesting facts about the English- speaking countries, and tips for the actual exam with the guidance from Native speakers

Finally, the videos of grammar points of the research: simple past, past continuous, and comparison came from Lingua attack which can help students practice the language through video booster exercises based on clips from movies, TV series, music videos, news, and documentaries; improve vocabulary with a gamified illustrated dictionary; learn common phrases in everyday communication and in the workplace through videos co-produced with Youtubers.

The criteria for choosing videos

According to Berk (2009), the instructor has the option of using a certain movie in their lessons, as well as the ability to decide whether or not the students will be required to watch the video By taking into account three sets of factors it means that the teacher needs to have guidelines for suitable videos which can be used, which are as follows: (1) the learners’ traits such as their age, level of English, their sex, and their mother tongue; (2) the potential unsuitable contents that have the negative effects on students such as violence, drug addiction and racial discrimination, etc.; (3) students can easily view any video on YouTube, and it additionally assists them get acquainted with the various dialects of English used around the world Therefore, it is possible to assert that YouTube is a kind of online resource that gives users access to a wide range of videos from which they must pick and choose in order to use the platform for instructional and educational aims in a classroom environment.

Research design

The purposes of this study were to evaluate how the flipped classroom instruction affected students' speaking performance and to know more about the learners’ attitudes toward the flipped classroom model Therefore, the researcher decided to apply mixed methods: qualitative and quantitative For a quantitative method, the researcher answered the first research question: the relationship between the flipped classroom model and achieving speaking proficiency For a qualitative method, the researcher found the answer to the second research question: the attitude of learners toward the new learning model Combining the two research methodologies allowed for an exhaustive understanding of the research's findings as well as its benefits and drawbacks, according to Creswell, (2012)

In the study, the cause-and-effect relationship between the independent and dependent variables was explored using a quasi-experimental approach In this study, there were two types of groups: the control group and the experimental group, which were the same in all aspects such as English level when comparing the pre-test’s result of both groups, (p>0.05), textbook, exercises, teacher, and curriculum The experimental group was taught with the flipped classroom model in each speaking lesson and the control group learned speaking lessons with the traditional method for eight weeks to compare their speaking performance (see lesson plan in Appendix 2) After eight weeks, two groups did the post-test The interventional element may have played a role in any changes in the students' speaking performance between the two groups at the post-test After collection, the SPSS program was used to analyze each piece of data

To discover more about participant behaviors, perspectives, and beliefs and how the flipped classroom model influences participants' perceptions of learning, the researcher employed a questionnaire and a semi-structured interview (Creswell, 2012)

The majority of the participants were 16-year-old male pupils in grade ten Based on the results of the placement test completed at the start of the school year at Viet My Anh high school, 50 of the students in both classes were assessed to have pre- intermediate English competence They all have learned English as a compulsory school subject for at least five years with textbooks published by the Ministry of Education and Training The flipped classroom was a new concept to all of the students Because the researcher was offered only different classes that the English Department Dean and the Principle assigned, the researcher had no right to select the classes Two classes at the same level were thus randomly selected as the experimental group and the control group based on the convenient sampling In the two classrooms, Class 10A was the experimental group where the flipped classroom was used to teach speaking skills, and Class 10C, which had 25 students randomly selected as the control group, was the control group that received traditional instruction

Both groups participated in a pre-test prior to the experiment, and the researcher utilized SPSS to determine whether there was any difference in the students' competency levels in Speaking skills The researcher prepared the videos based on the criteria mentioned in the previous chapter, the lesson plans and the Zalo groups where the teacher posted the videos for the experimental group During the research process, students learned all grammar points, useful phrases and speaking strategies in the textbook Friend Global, Unit 5 and 6 (Lan, 2022) Only two speaking topics which embraced the earlier topics were taught in the third and sixth weeks The table below (Table 3.1) provides a summary of the speaking subjects that were covered during the course, two speaking topics that were tried out, and the testing time (Detail can be found in Appendix 3)

Table 3.1 The speaking topic taught during the course

2 Describing and speculating about a photo

5 Making comparisons of different jobs

6 Describing and presenting similarities and differences photos

3.4.3 Learning and teaching Speaking in the control group and experimental group

According to the literature review in the preceding chapter, this flipped classroom study was conducted in general, the researchers elaborately followed the three stages of Santikaen and Wichadee (2018) including the “pre-class stage, in-class stage, and post- class stage” in learning a Speaking lesson In the in-class stage, the researcher conducted the teaching through one Warm-up/ Lead-in task and three steps of PPP processes as Presentation, Practice, and Production to teach Speaking both – with the conventional methods and the flipped classroom Table 3.2 shows the comparison of time arrangement and the speaking learning activities in the experimental group and control group in each stage

Table 3.2 A comparison of time arrangements and instructional methods between the experimental group and the control group

Stage Control Group Experimental Group

In-class stage Classroom 05 F2F Classroom 05 F2F

Homework 15 Paper based, speaking (at home)

3.4.3.1 Learning and teaching in the control group

Speaking lessons in the control group were divided into two primary phases: the in-class phase and the post-class phase The four primary steps—lead-in/warm up, presentation, practice, and production—were covered in the Speaking points at the in- class stage without the use of any videos The researcher started by motivating students with one activity or game to get them warmed up before leading them into the new lesson Then, in the Presentation step, the teacher used various techniques to teach Speaking After lecturing and explaining vocabulary, useful phrases, and Speaking strategies, the researcher might require students to perform tasks from the textbook in the practice stage to gauge their comprehension Production was the next phase Students had to use what they had previously learned to complete speaking assignments in this step The researcher requested students to complete some outstanding assignments at home for the post-class phase In comparison to the experimental class, the control group required more time for the researcher to lecture vocabulary, practical phrases, and Speaking methods, therefore the researcher would give some of the Practice step tasks as homework because there was not enough time for the researcher to finish all of the tasks in class

3.4.3.2 Learning and Teaching in the experimental group

Pre-class, in-class, and post-class phases were traditionally the three key phases of the flipped classroom However, the researcher in this study carefully examined the post-class phase to ensure that the workloads of the control group and the experimental group were purposefully maintained at the same amount of time While the control group was given the homework in the post-class stage, the experimental group spent time watching the videos in the pre-class stage and then had no exercises to practice at home The three stages' specifics are all explained as follows

For the pre-class period, the researcher selected online video clips relevant to the topic of Speaking and grammatical point or vocabulary and useful phrases to be taught which were suitable for the student’s level Then, three days before each lecture, the researcher posted the videos via the Zalo group and requested that students summarize them so that they may watch the clips, become familiar with the concepts and phrases, and think about the videos' content before class

The researcher provided students with a brief game or exercise during the Lead in/Warm up phase of the in-class stage to get them warmed up and ready for the lesson After that, in the Presentation step, the researcher did not present any vocabulary or structure because the students were supposed to learn them at home through the videos posted However, in this step, the researcher asked the students about their summaries of the vocabulary, useful phrases and structures based on the video they watched at home and then clarified the misunderstood points, reviewed and explained some difficult words and structures if students did not understand

Students completed a number of exercises, games, or tasks in the Practice step, either individually or in groups, depending on the textbook and workbook The researcher might move around the classroom as the students carried out the activity to assess their performance and offer comments

In the Production step, students had to collaborate in pairs or in groups to practice a conversation or a spoken essay using what they had learned from the lesson

There were no homework assignments or opportunities for self-evaluation during the post-class period Appendix 2 provides a summary of the flipped classroom lesson plans for the two new subjects.

Data collection instruments

One pre-test, one post-test, a questionnaire, and focus group interviews were all used in the study's mixed methodology The tests were conducted to see how the flipped classroom affected students' speaking performance, and the questionnaire and interview were created to gather information on students' perceptions of the benefits and drawbacks of this method of instruction

In this study, the researcher used the Speaking test in the test package of the textbook as a pre-test and post-test to compare groups and measure changes in Speaking performance resulting from experimental treatments The speaking proficiency of the students was determined by the pre-test, which was also utilized to compare the beginning points of the two groups The post-test, however, was used to compare the outcomes between the experimental group and the control group in order to assess the effectiveness of the intervention The data of both tests was analyzed by SPSS

In response to study question one, participants underwent speaking pre- and post- tests to gauge their overall speaking performance (see Appendix 4) which focus on the performance of contents and speaking strategies from the textbooks The pre-test and post-test employed were selected from the test package of the textbook Therefore, without much practice, students were capable to convey the language of common topics with ease (Unit 1, 2, 3, and 4 of the textbook) The themes for the post-test were totally related to what they had learned throughout the course (Unit 5 and 6) such as Jobs and Money Because of the pupils' low level of English, the researcher made the presumption that they would not generate any language at all if the pre-test themes were very new, thus, the new test was not used In the pre-test and post-test, the participants responded orally by answering four comprehension questions related to the two units For both pre-test and post-test, the researcher was not the one who marked the students, the examiners were the other teachers who were teaching the same level as the researcher The researcher just acted as the observer for both tests To assure higher inter-rater reliability evaluated, the researchers used the IELTS Assessment Criteria: Speaking to evaluate the participants’ oral performance, covering “(1) fluency and coherence, (2) lexical resource, (3) grammatical range and accuracy, and (4) pronunciation” Each of the two test components was evaluated using the four IELTS evaluation criteria and the total score for the oral test was 10 after being transformed from band score 9 of the IELTS assessment criteria

According to Anne (1999), a large number of responses can be gathered when utilizing a questionnaire in the research process Additionally, the researcher can quickly, cheaply, and easily gather data Questionnaires are widely used in quantitative research because they are easy to administer and provide reliable data about the beliefs, attitudes, and practices of study participants The majority of the study's questions were constructed using a five-point Likert scale (McDonough & Donough, 1997), ranging from 1 (strongly disagree) to 5 (strongly agree), to determine how students viewed the benefits and challenges of the flipped classroom

A questionnaire created by Chen Hsieh et al (2017), Warden (2016), Wu et al

(2017), Lửfnertz (2016) and Nguyen et al (2018) was utilized to address research question 2 about perceptions of the flipped instruction experience The questionnaires used in this study included those from Chen Hsieh et al (2017) with items 3, 4, and 10; Warden (2016) with items 5 and 6; Wu et al (2017) with items 7 and 8; Lửfnertz

(2016) with items 9; All of the Section 3 questions are from Nguyen et al (2018), and the researcher also added items 1, 2

All items in Section 2 were used because they were suitable for the participants in this study – EFL (Language as a foreign language) and from pre-intermediate to intermediate level All items in Section 3 were used because they were suitable for Vietnamese students’ difficulties in applying flipped classroom model

The researcher decided to use items 3 and 4 from Chen Hsieh et al (2017) to check whether the flipped classroom model can help students create a student-centered learning environment by actively participating in classroom activities Items 5 and 6 from Warden (2016) were used to discover whether flipped classrooms can provide students with opportunities to practice English speaking by investigating more time and effort into their learning Moreover, items 7 and 8 from Wu et al (2017) were used to examine the enhancing relationship between students through discussion and collaboration in flipped classroom model Item 9 from Lửfnertz (2016) and item 10 from Chen Hsieh et al (2017) were used to examine whether flipped classrooms can help students improve their autonomy in learning Speaking because the students can have more responsibility for their learning Speaking English To discover the pressure on students by changing from the passive role (just receiving the information) to the active one (participating in class activities), the researcher used items 11 and 12 from Nguyen et al (2018) Items 13 and 14 were used to examine whether students were distracted by the surroundings and the Internet advertisement and entertainment when watching videos at home For the last two items, the researcher wanted to discover the difficulty of students when accessing the low Internet at home In addition, the researcher created two more questions to find out how students felt about learning to speak English before the flipped classroom was implemented The purposes and format of the questionnaire were presented in Table 3.3

The questionnaire of this study included 16 questions with three sections: (1) students’ opinion about learning Speaking prior to the application of the flipped classroom (Questions 1, 2), (2) how they viewed the advantages of studying Speaking in a flipped classroom (Question 3 to 10), and (3) how non-English-speaking students in grade 10 saw the difficulties in using a flipped classroom (Question 11 to 16) (Appendix 5 and 6)

Table 3.3 The purposes and format of the questionnaire

I Before experiment, students' reflections on learning English speaking

1 Before implementing the flipped classroom, investigated how students felt about learning to speak English

II 1 developing a learning atmosphere where the focus is on the students

To determine how students feel about the flipped classroom's advantages

2 offering opportunity for speaking English

III 1 pressure placed on students by their new roles

To examine at the difficulties that students feel in the flipped classroom

3 problems with technology and online availability

Section 1: Circle the idea that expresses you most

1 How is English speaking proficiency important to you?

(Khả năng nói tiếng anh có quan trọng với em không?)

(Không quan trọng chút nào)

2 How did you feel about your Speaking class in the past?

(Trước đây, em cảm thấy lớp học Nói của em thế nào?)

3 I became a more active learner in the flipped classroom

Trong lớp học đảo ngược, em trở nên chủ động hơn trong học tập

4 I devoted myself more to the instructional/class activities in the flipped classroom

Trong lớp học đảo ngược, em đầu tư thời gian nhiều hơn vào các hoạt động học tập

Warden (2016) 5 I participated and engaged myself more in learning in the flipped classroom

Trong lớp học đảo ngược, em tích cực hơn trong việc tham gia vào các hoạt động học tập

6 We had less time-consuming and more time for discussion

Trong lớp học đảo ngược, chúng em sử dụng nhiều thời gian hơn vào việc thảo luận bài học

7 Class discussions help me to develop a sense of collaboration

Trong lớp học đảo ngược, thảo luận với các bạn trong lớp giúp em phát triển kỹ năng hợp tác làm việc nhóm

8 I felt comfortable interacting with other course participants

Trong lớp học đảo ngược, em cảm thấy rất thoải mái tương tác với các bạn cùng lớp

(2016) 9 I think it is fun that a bigger responsibility is put on me and my own learning

Trong lớp học đảo ngược, em nghĩ sẽ rất vui khi chính em chịu trách nhiệm hơn về việc học tập của mình

10 I spent more time and effort than usual on my flipped classroom learning activities

Trong lớp học đảo ngược, em dành nhiều thời gian và công sức hơn vào các hoạt động học tập

11 I had to work more in the flipped classroom Trong lớp học đảo ngược, em phải làm việc chăm chỉ hơn để chuẩn bị bài trước khi đến lớp

12 The flipped classroom required more efforts

Lớp học đảo ngược yêu cầu em phải nỗ lực, cố gắng nhiều hơn

13 I was distracted by the surroundings Khi học lớp học đảo ngược, em bị phân tâm bởi môi trường xung quanh như gia đình, bạn bè, tiếng ồn khi xem video ở nhà

14 I was distracted by social networks and entertaining websites Khi học lớp học đảo ngược, em bị phân tâm bởi mạng xã hội và các trang web giải trí

15 I had problems with the technology device Khi học lớp học đảo ngược, em gặp vấn đề với các thiết bị công nghệ

16 I lacked Internet access at home Khi học lớp học đảo ngược, em không thể kết nối mạng khi xem video ở nhà

The layout of the questionnaire is shown in Section 1 and Table 3.4 for section 2 and 3 To ensure the validity of the result, before delivering the questionnaire to the participants, the researcher had an instructor who got a Ph.D degree in Learning and Teaching the English language and had more experience in doing research as well as one English teacher who was the researcher’s colleague and was teaching at the same English class level have a look to check whether the questionnaire was relevant to the study and could easily be understood by the students Moreover, all the questions were translated into Vietnamese and were given to a small group of students who had the same English level as the participants to check whether they could understand all of the items After the experiment of speaking on two new topics and the post-test on the course's final day, the experimental group received 25 Vietnamese copies of the questionnaire After describing the goal of the survey to the students, the researcher announced that it took them about twenty minutes to complete it The researcher observed, clarified the inquiries as appropriate, and gathered the questionnaire during that period In order to avoid the participants' responses from being influenced by their peers, they were requested to offer their own answers without discussing them with others

The most significant method of data collection available to qualitative researchers, according to Fetterman (1988), is interviewing Moreover, finding out what is on someone's mind - what they believe or feel - is the goal of conducting interviews as noted by Patton (1987) In addition, because the researcher can ask particular questions to elicit this detail, the researcher has more control over the sorts of information obtained during the interview than during the observation

Therefore, the researcher used interviews in conjunction with the questionnaire to answer the second research question, which concerned the perceptions of the course participants' overall learning experiences The group interview was utilized in this study because it can be used to collect shared understanding from multiple individuals as well as specific opinions from individuals, according to Morgan (1996) In addition, he stated that a group interview is a method of gathering information through conversations with a group of people, usually four to six, so in this study, the researcher divided the experimental group into five groups (five students per group) for the group interview Moreover, Fraenkel, Wallen, and Hyun (2012) listed the benefits of group interview that helped the researcher decide to use them First, group interview is beneficial when interviewees are similar to one another and work well together to produce the best information from their interactions Second, they are helpful when there is a lack of time to gather information and respondents are reluctant to divulge it (some respondents may be reluctant to share information in any sort of interview) In this study, the researcher used open-ended questions to allow participants to express their experiences in the best possible way, free from any constraints imposed by the researcher's viewpoints or earlier research findings According to Turner and Hagstrom

(2022), an open-ended response to a question enables the participant to come up with possible answers

The interview questions (see Appendix 7) were developed by the researcher and these interview questions were related to the categories covered by the questionnaire, which provided more insight into students' perspectives

It is very important to record the interviews to a detailed analysis later due to

"a rich store of attitudinal and perceptual expressions" (Oppenheim, 1996, p.67) The students were requested to have their interviews audio-recorded for this reason Unfortunately, they initially disagreed because they were shy and anxious However, after the researcher explained the study's objectives, they were persuaded and consented to let the researcher use a smartphone to record their interviews

A researcher's conclusions must be appropriate, meaningful, correct, and useful in order to be considered valid, according to Fraenkel, Wallen, and Hyun (2012)

The consistency of scores or responses from one administration of an instrument to the next, as well as from one set of items to another, is referred to as reliability

Both ideas are important for a researcher to think about when choosing or making the instruments they will use

Chapter summary

This chapter goes into great detail about the entire methodology that was employed in this study including the study site, the flipped classroom resources, the students, the experimentation procedure, the data collection tool, and the validity and reliability of the instrument The researcher now had a clear design and method of investigation and was ready to start collecting data After data collection had been finished, all of the data was analyzed The following chapter was designated as the one in which data analysis would be covered.

FINDINGS AND DISCUSSION

Analytical framework

The data collected in this study was divided into three categories: test results, questionnaire responses from students, and interview results Statistical Package for Social Sciences (SPSS) version 27 was used to analyze the research data in quantitative descriptive statistics Additionally, the data for the interviews were analyzed using qualitative statistics The following sections list the various techniques for data analysis

The SPSS programme version 27 is used to analyze the speaking test data Scale tests were first conducted to evaluate the validity of the pre-test and post-test The next step was to conduct descriptive statistics tests to evaluate the mean scores, the maximum, the minimum, and the standard deviations on students' speaking abilities by using the flipped classroom approach to learn speaking To examine whether there is a difference between experimental group and control group, Independent Sample T - tests were conducted The pre-test and post-test scores were calculated and analyzed using the paired sample T-test to demonstrate the improvement of the experimental group Differences were determined to be the most highly significant for all analyses if p

0.05) It was absolutely safe to say that the two groups' speaking performances were roughly equivalent Therefore, if there were differences between the two groups' post- test results, the outcome might be a result of the new method's effects

The results of students’ post-test performance are showed in Table 4.2 below

Table 4.2: Students’ post-test performance between the two groups

Descriptive Statistics Group N Minimum Maximum Mean SD t Sig (2-tailed) Experimental 25 4.5 8.0 6.40 0.96 -3.719 0.001

The results showed that after the intervention, the two groups' students' speaking performance were different These results revealed that after the eight-week experiment, the experimental group's mean post-test score was 6.40 (M=6.40, SD=0.96), higher than the control group's 5.38 (M=5.38, SD=0.98)

To determine whether there was a significant difference in the post-test speaking performance of the experimental group (M=6.40) and the control group (M=5.38), an independent sample T-test was run According to the results, there was a significant difference between the two groups' speaking performance on the post-test (sig (2- tailed) p= 0.001 < 0.05) As a consequence, the students' speaking performance in the post-test after the intervention was different

Additionally, it can be seen clearly that there was a minimal gap between the two groups' speaking performance prior to the study There was no denying that the experimental group's post-test score (M=6.40) was higher than the control group's (M=5.38) Students gained knowledge as a result of the intervention, which implied that using a clipped classroom model significantly improved students' speaking abilities

Table 4.3 Result of the post-test for two groups:

Table 4.3 displayed the results of the two classes in post-test (detail in Appendix

9) In particular, the proportion of average and weak students in the control group was higher than that of the experimental group: 40% for average in the control group compared to 36% students in the experimental group, and 36% compared to 4% for weak students The proportion of students in the control group who received good and fairly good grades, on the other hand, was lower than that of the experimental group: 24% versus 44% and 0% versus 12%, respectively The students in the experimental group may have had a better understanding of the lesson and more time to prepare for the lesson than the control group did What has been mentioned above is illustrated in Figure 4.1

These results concluded that students who learnt speaking in a flipped classroom might outperform those who acquired it in a conventional classroom.

Questionnaire data analysis

The result of Cronbach’s alpha was not very high (see Appendix 10) If the Question 7 had been removed, the number of Cronbach’s alpha would have improved, however, the researcher decided to keep this question and would use the data of interview part to classify more information about the participants’ attitudes

4.3.1 Student’s reflection towards learning English Speaking before applying flipped classroom

As students would take speaking seriously to learn it if they understood the importance of English speaking, Question 1 and Question 2 in the first section explored their reflections on learning speaking before the study The findings were listed in Table 4.4 below

Table 4.4 Students’ reflection towards learning English speaking

Student’s reflection towards learning speaking before the treatment

According to Table 4.4, in Question 1, 80% of students understood the value of learning English speaking, compared to 4% of students who thought learning English speaking was not important and 16% of students who weren't sure whether learning English speaking was important or not The majority of students understood how crucial it was to learn how to speak English because they might need to do so when travelling or having everyday conversations As a result, students were instructed to focus on learning English speaking

For Question 2, while most students (40%) thought that speaking class was boring, only a small percentage (16%) enjoyed the speaking class, and 44% of students did not have any clear opinions about the speaking class, even though they were aware of the importance of speaking Students were used to practicing their English speaking by completing assignments in class and at home because they had been learning English speaking using traditional techniques for a long time This meant that it might be challenging for learners to enjoy the speaking lessons they are receiving in the classroom As a result, a different method of teaching English speaking should be developed

4.3.2 Students perceived the benefits of the flipped classroom

Many benefits of the flipped classroom were described in the second section Table 4.5 below displays the findings from the first cluster of the questionnaire, which had eight items for four themes

Table 4.5: Students’ enjoyment of flipped classroom

1 Creating a student- centered learning environment

As shown in Table 4.5, many of the respondents agreed that using a flipped classroom to learn speaking had many advantages for them First, almost the entire class agreed, as evidenced by their responses to Questions 3 and 4, that a flipped classroom could provide a student-centered learning environment These two questions had respective mean scores of 3.80 and 3.76 More precisely, when it came to Question

3, 60% of students agreed that the flipped classroom had instructed them how to speak more actively However, they agreed more (64%) that students felt very comfortable to participate in the teamwork in class after watching the film at home, demonstrating that the flipped classroom was an effective setting for fostering student-centered learning (more detail in the interview section)

Secondly, the mean score of Question 5 was 3.80 while that of Question 6 was 4.12 which was the highest among these questions This indicated that the flipped classroom gave students more chances to practice speaking More than 70% of the students who responded to Question 5 agreed completely that they still had time to engage in various activities and exercises Additionally, 76% of the participants agreed and highly agreed that having more time to ask questions they didn't understand was a benefit of the flipped classroom Because of this, it was clear that students valued the opportunity to speak English in class more by participating in activities and asking questions

Thirdly, as can be seen from Table 4.5, the mean scores of both Questions 7 and

8 were very high with 4.04 and 4.08 respectively, which meant that the majority of the participants agreed that flipped classroom can help them enhance relationships in class Specifically, in Question 7, 68% of the students agreed and strongly agreed that class discussions help them to develop a sense of collaboration Moreover, 80% of the participants agreed, with many strongly agreeing, that they felt at ease talking to other learners

Finally, improving learner autonomy in learning speaking was the main focus of Question 9 and Question 10 As shown in Table 4.3b, most of the students believed that flipped classroom can help them enhance their learning autonomy with the M=3.84 and M=4.0 respectively In particular, 68% of the participants admitted that they thought it was fun that they had more responsibility for their study while only 4% disagreed with this idea The majority of respondents (72%) agreed and strongly agreed that the flipped classroom might boost students' abilities to learn independently when it came to Question 10 about devoting more time and effort than usual to their flipped classroom learning activities

In conclusion, the vast majority of Viet My Anh high school students agreed that learning speaking through flipped classroom instruction provided them with a number of advantages In particular, the flipped classroom can improve learner autonomy, foster relationships in the classroom, and create a student-centered learning environment It can also offer opportunities to practice speaking English The advantages that had less time-consuming and more time for discussion and interaction with other participants were those that were most valued by almost all of the students

4.3.3 Students perceived the challenges of the classroom

In the third section, the students showed their challenges which they had to face when learning in the flipped classroom instruction The finding from the second cluster of the questionnaire, which concluded three themes, was displayed in Table 4.6

This section's goal is to gather information about how students feel about the difficulties presented by the flipped classroom Questions 11 and 12 dealt with the pressure students feel when taking on a new role, questions 13 and 14 dealt with distractions from other websites and the environment, and questions 15 and 16 dealt with technical issues and internet access In the first theme, Question 11 looked into whether or not students found it difficult to switch roles from their previous routines in the flipped classroom, and Question 12 looked into whether or not the flipped classroom required more effort than the traditional classroom In the second theme, questions 13 and 14 examined whether or not students were diverted by their surroundings and other websites When students were asked if they had any problems accessing the resources in the third theme, Question 15 and Question16 were used to discover this kind of information

Table 4.6 How students perceived the challenges of the flipped classroom

1 Student’s pressure from the new role

Table 4.6 shows that students struggled more with dealing with distractions when watching videos at home and adjusting to their new roles in the flipped classroom than they did with technical problems and a lack of Internet connectivity

The complete description is given below

First, Questions 11 and 12 of Table 4.6 showed the data about the students’ pressure for a new role In Question 11, 68% students agreed and strongly agreed that they felt pressure when switching from a passive to an active role, with MQ.11=3.84 although one student which accounted for 4% disagreed with this idea This finding demonstrated that the majority of students felt that the flipped classroom increased their workload and made them move from being passive learners who only listened to the teacher to active learners who participated in class activities and learned on their own With MQ.12=3.8, Question 12 revealed that the flipped classroom actually required students to pay closer attention Nearly two-thirds of students (64%) agreed and strongly agreed that they might put more effort into their study As a result of the findings, the flipped classroom encouraged students more in their speaking skills and gave them extra tasks at home and in the classroom

Interview data analysis

From the interview data, there are five main themes in the students’ perception towards the flipped classroom model including the positive opinion and what needs to be improved when applying this new instruction

Time and effort commitment appeared as the first theme from the interview analysis The majority of people pointed out that flipped learning took more time than a typical lesson Most of the students agreed to have the extra work and time because they thought it was worthwhile Analytically, one student said that “I think it is worthwhile, because flipped classroom model boosts our learning, so I accept and am willing to invest the additional time and workload in the lesson” Some of the students concurred that they should devote more time to the flipped classroom because it will enable them to sharpen their speaking abilities; one student said, “I had to invest significantly more time than usual But because of this, I am able to learn much more effectively” On the other hand, the time and effort demands were perceived as an infringement on leisure time by some students and they made comments like, “because the flipped classroom sometimes requires me to spend more time than I would like at home and in school, I prefer the traditional method of instruction so that I can reserve my free time for my interests”

Based on the outcomes of the instructional design, the second theme in the student analysis was developed In most cases, the students noticed positive results:

“Yes, of course it improved somehow Because we have more time to practice Speaking in class with my classmates”, said one student Another student agreed with this opinion that she had more time to practice Speaking in flipped classroom instruction so her Speaking skill could improve a lot by commenting “Without a doubt, the more often we open our mouths, the better our speaking skills become” The third student also mentioned that they could receive feedback from the teacher right away in the flipped classroom model, which demonstrated both the nature of the immediate response from the researchers and learning partners as well as the participants' active participation in the flipped classroom lesson The participants engaged in activities like watching instructional videos in advance, participating in guided discussions, and creating and analyzing comments in between the interaction in class, which took place around once every lesson The students were more engaged by the careful preparation for Speaking activities, intercultural sharing, meaning clarification, and opinion exchange rather than only micro-level Speaking correction A fourth student concluded that, “Even though I don't speak English as fluently as a native speaker, I can now respond to others by giving them specific examples rather than just saying "Yes" or

Learner autonomy and motivation is the third theme in interview analysis Most of the participants said that they were more responsible for their study than before like

“I’m more responsible for my study when experiencing the flipped classroom model” Other students also added that they could work on their own space and explore their own strategies for their study by making comments “this model helps me to explore my own learning strategy for self-study” and “I can work on my own, at my speed and any time I want before the class just with a cell phone, so it’s very interesting to me and my motivation is higher than usual”, one student also added that “I can watch the videos many times until I can understand them clearly, it’s very useful for my study”

The fourth theme is about the participants’ preference Most of the students preferred flipped classroom instruction to traditional one One student said “I prefer flipped classroom model because I can be more active and responsible for my study with this instruction” “I also like flipped classroom model because I don’t need to do any homework at home” said another student They also made comments that they felt comfortable and convenient when learning in flipped classroom class “My tension was relieved by this model After learning the material covered in the videos, I felt more at ease speaking to my classmates in English during class” Other students said “I like the flipped classroom model because it makes learning more convenient With a mobile, I can easily learn something at any time or place” The fourth student added that they preferred flipped classroom model because they could interact with their partner, instructional videos, and the teacher, so they could learn English more actively One student said that flipped classroom instruction helped him understand the lesson clearer by making the comment “I appreciate flipped classroom instruction because sometimes

I find it difficult to comprehend the information presented in a textbook alone But watching the instructional videos really helped me grasp the big picture, allowing me to apply what I had learned to my practice with dialogue, the Speaking tasks, and even normal conversation”

4.4.2 Drawbacks of the flipped classroom model

4.4.2.1 Student’s pressure from the new role

Most students admitted that they felt pressure at first when switching the role from passive receivers to active learners in the flipped classroom instruction However, after a while, they could get used to this new method and could improve their learning outcomes by commenting “at first, I struggled to adapt to the flipped learning model”, said two students, “but ultimately, I believe that I have learned more thanks to this instruction”

4.4.2.2 Distraction from the surroundings and social media

The second drawback was about the challenges when students experienced the flipped classroom instructions Most of them were distracted by the surroundings, some students said “I was sometimes distracted by my family because my younger sister listened to music when I was watching videos, she turned it so loudly, so it’s very annoying” Moreover, two students said that they were distracted by the social media “I was also distracted by Facebook, Zalo, Instagram when watching the videos by my phone, I couldn’t resist from these apps”

4.4.2.3 Technical problems and Internet access

The third challenge for the students when applying this instruction was the Internet access which was mentioned by a minority of participants, they said “the WiFi connection, haiz, it was sometimes too slow”.

Discussion

4.5.1 Research question 1: How does the flipped learning model affect speaking performance of students at Viet My Anh High school?

All of the participants completed the pre-test prior to the start of the study The experimental group and control group both had the same level of speaking performance prior to study, according to the results of the independent samples t-test for both groups The two groups' mean scores did not significantly differ from one another It was the perfect situation for conducting the experimental research that used flipped classroom instruction for the experimental group because of these circumstances

The results of the post-test, which was administered at the conclusion of the experiment, revealed that there was a difference between the outcomes of the two groups The independent samples t-test findings showed that there was a significant difference between the two groups, and the mean score of the experimental group was greater than that of the control group This can conclude that the new method could help the students improve their speaking performance These findings are in line with the previous studies of Hung (2015), Chen Hsieh, Wu, and Marek (2017) and Bishop and Verleger (2013) because these studies concluded that flipped classroom can enhance students’ academic performance Moreover, the results of this study are also consistent with the findings of Kang (2015), Wu, Hsieh, and Yang (2017), and Tran

(2018) when they found out that flipped classroom can improve students’ speaking performance.

The post-test findings revealed that the experimental group did better in speaking than the control group The progress might be accounted for by converting the time for the new lesson into preparing at home and making use of time to discuss in-class time comparison with the traditional one

First, in terms of pre-class activities in the experimental group, watching the videos at home helps students change their learning style from passive to active, and they have more responsibility for their study because they can watch and stop or replay the videos many times they want, until they can understand the contents clearly Therefore, they could actively participate in the activities in class, like those findings of Nguyen (2014), Boucher et al (2013) and Overmyer (2012) Moreover, the students could create more opportunities to practice and discuss with their partners and teacher in class to enhance their speaking performance, which is the same as what Abdullah et al (2019) said

Second, much more time was spent on in-class activities because students had to spend time at home prior to the new lesson to learn the lesson's main points As a result, in-class activities were primarily games, role-playing, competitive activities, and collaborative tasks In class, by using the new information from the videos, students might deepen their understanding and improve their skills Moreover, acquiring the basic knowledge from the videos could help students develop their higher thinking when joining the in-class activities and easily understand the new knowledge by practicing many times (Berrett, 2012)

In summary, this study's findings suggested that the flipped classroom model would improve students' speaking performance at Viet My Anh High School Compared to students who learned the traditional way, those who studied using the flipped classroom method had better results

4.5.2 Research question 2: What is the learner’s attitude towards the effects of the flipped learning model in their speaking class?

4.5.2.1 Discussion on the benefits of the flipped classroom that students perceive in their speaking class

Four themes were identified in the students' perceptions of the flipped classroom model's advantages for their English speaking after the intervention:

Firstly, as can be seen from the results, most of the students agreed that flipped classroom instruction changed their learning from passive to active, which means that this model changed the concentration from teacher to the students (King, 1993) Therefore, the students were no longer just listening and receiving the lesson passively, they actively watched the videos and learned their speech at home instead Then, they could apply what they learned to discuss with friends during the class time through various activities to develop collaboration, teamwork, problem-solving skills and have a deeper understanding about the lesson This is in line with the previous study conducted by Hamdan, McKnight, McKnight, and Arfstrom (2013) when they found out that flipped classroom model helps students become active and create “dynamic learning experiences” to enhance academic performance

Secondly, according to the data analysis in the preceding section, the majority of students felt that the flipped classroom would allow them to practice speaking more Because of the prior time for watching videos at home, the students have more time to participate in the speaking tasks during the class time and have to clarify what they did not understand about the new lesson This was in line with theories presented in the chapter on the literature suggesting one advantage of the flipped classroom and in line with some previous studies like Hung (2015); McLaughlin et al (2014); Millard (2012) and Overmyer (2012) Boucher, Robertson, Wainner and Sanders, (2013) had the same conclusion when he stated that flipped classroom instruction allows students to have more advanced activities in class which means that they have more chance to practice

“in the meaningful engaging activities”

Thirdly, the majority of the participants in the experimental group believed that they had more time and chance to communicate with their partners and their teacher during the flipped classroom class When they participated in class activities, they were required to talk to their classmates and ask questions and discuss the subject at times in order to get the answers Additionally, when the students collaborate in groups, the teacher can approach students to help them if necessary As a result, there was a significant increase in the amount of time spent interacting between students-students and between teacher-students The results matched those of some researchers such as Abdullah, Hussin, and Ismail (2019), Chao et al (2015); Chen (2016); and Zainuddin and Attaran (2016) which claimed that flipped classroom increased the interaction between teacher and students, also the collaboration among students

Finally, the flipped classroom helped students improve their learning autonomy The findings revealed that the majority of students agreed with this claim In terms of autonomy, students could arrange their learning time based on their level and they could control how much time they used for learning as well as their strategies to learn This finding is consistent with Reeve (2009), Bergmann and Sams (2012) and Nguyen

(2014) which stated that this type of instruction helps students better their learning autonomy

4.5.2.2 Discussion on the challenges that students had to face with in the flipped classroom model

Because flipped classroom instruction is a new model for students to apply and it demands many things and preparations, the students might find some challenges According to the questionnaire and interview findings, the majority of students concurred that they occasionally struggled in their new roles in flipped classroom lectures and experienced distractions while watching videos at home However, the majority of students in this study claimed that the technical problems and Internet access was not their problem while it was one of the prominent problems in other studies (Hertz, 2012; Missildine et al., 2013; O'Bannon et al., 2011)

Firstly, the main challenge of the participants is adapting a new role in flipped classroom classes In particular, they find it difficult to switch from passive learners to active ones which requires a lot of effort to prepare the lesson at home by watching the videos and doing exercises related to the content in the videos, joining in various class activities including applying the new knowledge to complete speaking tasks and discuss with their partners They might not understand and participate in activities with their classmates if they skipped the videos at home Therefore, this finding was in line with Strayer (2012) and Betihavas et al (2016) which said that flipped classroom approach requires students to put more effort and concentrate on their study

The next difficulty is distractions When students watched the videos at home, they were easily interrupted by their surroundings such as their family and the noise around them Moreover, some students agreed that they were distracted by social media such as Facebook, Zalo or Instagram when watching the videos These findings were in line with Foertsch et al (2002) and Dunlosky et al (2013) which claimed that surroundings and social media were the main distractions when students watched videos at home

Finally, the technical problems and Internet access did not seem to be big problems for the students in Viet My Anh high school although the minority of the participants sometimes accessed the low internet However, the vast majority of students claimed that using a mobile phone, laptop, or computer to watch videos at home did not cause them any issues This finding was opposite of the previous study Hamdan et al (2013) and Kordyban, Kinash (2013), and Wang (2016) which believed that technical problems and internet access were one of the challenges of students in this model

In conclusion, based on the evaluation of the research, a discussion of the advantages and disadvantages of the flipped classroom had been given above In this study, the students’ speaking performance was improved due to the benefits of flipped classroom instruction The students took part in various activities in class and had more time to practice speaking through these activities Moreover, the relationship between student-student and teacher-student was increased after the treatment Next, students became active in the student-center environment Finally, they could learn the way to boost their autonomy in their learning However, there are two issues that students would have to deal with: distractions and how to adjust to their new role as active learners.

CONCLUSION AND RECOMMENDATION

Main findings of the thesis

The effect of the flipped classroom model on the students’ speaking performance at Viet My Anh high school and the students’ attitude towards the flipped classroom model were the main purposes of this study 50 students in grade 10 took part in this study They were split into two groups, each with 25 students: an experimental group and a control group Speaking was taught to the experimental group using a flipped classroom paradigm, whereas speaking was taught to the control group using the conventional manner Pre-test and post-test were used to evaluate the speaking performance of two groups while questionnaire and interview were utilized to interpret the students’ attitude about the benefits and challenges of the flipped classroom All data was analyzed by SPSS version 27 by using independent sample t- test, mean scores, percentage and Cronbach alpha After the treatment and analysis as well as discussion, the main findings of this study was listed as below:

Research question 1: How does the flipped learning model affect speaking performance of students at Viet My Anh High school?

The results of the two groups' scores on the pre- and post-tests for the first question showed that the flipped classroom had a beneficial impact on the students' speaking performance At first, the mean scores of the pre-test shown that the two groups had no difference in terms of speaking performance However, after the experiment, both groups improved their speaking performance and the experimental groups had a better mean score than the control groups, especially the percentage of average and fair students in the experimental group increased a lot Therefore, it was undeniable that the flipped classroom had a direct impact on students’ speaking performance due to the more effort, more active and more chances to speak and cooperate

Research question 2: What is the learner’s attitude towards the effects of the flipped learning model in their speaking class?

The data from questionnaire and interview shown that the students had a positive attitude toward the benefits of the flipped classroom and also shown some difficulties that students had to deal with The most benefit that most of the students agreed was that the flipped classroom enhanced relationships in class They also said that in the flipped classroom they would have more time to discuss with their partners in group-work activities and also could talk more with their teacher Second benefit was the flipped classroom providing students more opportunities to practice English speaking by converting the time for the new lesson to preparing at home Therefore, during class time, they could participate in various activities to practice speaking As a result, their speaking performance improved a lot after the intervention The third benefit was that the flipped classroom improved students’ autonomy The majority of students revealed that they could choose where to learn and how to learn the new content at their space, so they felt comfortable to learn and acquire the knowledge The last benefit was the flipped classroom creating the student-centered learning environment where students had more chances to actively participate in their learning when teacher just act as the facilitator to give help and stimulate students in class activities when necessary

Set aside the benefits, the participants also dealt with the challenges when learning with the flipped classroom model The two most difficult things for them were the distractions from surroundings, and adapting the new role from passive learners to active ones Most of the students found it difficult to concentrate on the videos at home Moreover, they were also interrupted by social networks In addition, it was hard for students to change from passive receivers, who just listened and received the knowledge passively, to the ones who actively participated in acquiring the new knowledge Dealing with technical problems and Internet access was the last challenge Most of the students claimed that they had no or little difficulties with these issues The first two challenges were consistent with the hypotheses and earlier investigations discussed in the literature review

To summarize, the test, questionnaire, and interview results showed that the flipped classroom had positive impacts on the students’ speaking performance at Viet

My Anh high school Additionally, the majority of students recognized how the flipped classroom would increase their speaking performance while also acknowledging the challenges they would have when using the new teaching methodology.

Implications

Pedagogical implications and recommendations for teaching and learning speaking in high schools would be discussed based on the research findings With this study, the researcher believes that students can improve their speaking performance by applying the flipped classroom model with some difficulties which need to be overcome

The study's results show that the flipped classroom would help pupils develop their speaking performance However, it cannot be denied that teachers play a significant part in assisting students achieve better results

The interview data show that students are upset about how the flipped classroom's pre-class work consumes their free time at home As a result, teachers should consider this problem and modify the assignments in a reasonable manner The researcher advises teachers to prepare their outside-of-class learning activities for flipped classrooms by estimating the time needed for the homework that is typically completed outside of the classroom Teachers can use this time as a reference Additionally, the researcher advises limiting each lecture's overall video runtime to 20 minutes or less

Teachers can prevent students from becoming frustrated by the increased workload in this way Additionally, not all of the English topics had access to all of the online video resources for flipped classrooms, despite the fact that instructional videos were readily available It was difficult to find movies that exactly matched what a teacher wanted students to study As a result, making their own materials required a significant amount of teacher time As a result, before flipping the whole class, teachers can start small and proceed gradually Teachers can learn how to use a flipped classroom by experimenting in small ways Moreover, teachers can discuss with their colleagues the resources for teaching as well as their experiences implementing flipped classrooms and then share the material for teaching together to save time

Based on the findings of the study, students can improve their speaking performance thanks to flipped classroom model

For the first challenge from the questionnaire and interview data, to overcome the embarrassment of changing from passive receivers to active ones, the students should watch instruction videos carefully at home and take note of the main points as well as questions to ask and discuss in class By carefully preparing day by day, the students would get acquainted with this learning style and become more active and confident in class activities In class time, students should be involved in the activities, discuss and complete the given tasks using what they have taken note at home

Second, to avoid being distracted by surroundings such as family, sounds or friends, students should find a quiet place to watch videos For example, a library, an empty room, or a park with earphones is an ideal place for them A coffee shop is not a bad choice as long as the noise is not very loud

Finally, to avoid being interrupted by the social network, students can download the videos and then watch them in the off-line model.

Evaluation of research methodology

The experimental research design, along with the questionnaires and interview, contributed to the study's reliable methodology It aided in the collection of both objective and subjective data in the form of evaluations and opinions It was established that the difference in evaluations and opinions was statistically significant Individual responses were also used to validate opinions in order to ensure the accuracy of the data To help the researcher determine the best outcomes for the study, the lesson plans for every lesson of the program were also carefully created

This study has limitations because it was conducted in a high school in Ho Chi Minh City, Vietnam, with only 50 students utilizing a convenient sample Similar studies should be carried out with a bigger sample, in various courses, and at various educational levels in order to generalize the results Next, this study just examined the effects of flipped classroom instruction on students’ speaking performance in two units There is a limited time for the researcher to conduct the whole course, because there are only four periods per week Furthermore, the study was conducted in eight weeks from January 30 th , 2023 to March 24 th , 2023 If the study had been conducted over a long period of time, the results would have been more significant

Based on the limitations in the previous part, the researcher recommends for the further research some main points:

First, a larger sample needs to be examined in different contexts to have significant results The research site should be in other high schools or even secondary schools to make sure the effects of flipped classroom instruction can work in various of the participants

Next, the study with more learning time and more topics in the course should be conducted to examine exactly the relationship between flipped classroom model and the students’ academic outcome

Finally, the teaching methods and instructions used by teachers in the flipped classroom model should be the subject of further research This would provide information about how teachers help their students who are having problems speaking English and would allow them to assess whether they are giving them the right kind of support and instruction to enable their students to meet the demands of learning English speaking in flipped classroom instruction

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Appendix 1 Syllabus for the first semester

Wee k Time Period Content Note

Kiểm tra giữa học kì I

41 Correction to the MIDTERM test

Revision for the 1st Semester

Kiểm tra cuối học kì I

Syllabus for the second semester

Wee k Time Period Content Note

The researcher introduce the study and has two group take the pre-test

Stage Control group Experimental group Phase

- T explains all steps SS should do at home

- T posts one video about the useful phrases and one for vocabulary and then asks Ss to watch two videos at home and take note the main points and vocabulary in the videos

In-class Students play a game to lead in the topic

Students play a game to lead in the topic

- T asks Ss look at the photos and guess the jobs and match job adverts 1-3 with photos

- T gives the answers to Ss

- T shows new words and pictures on slide

- T uses short explanation to present new words to Ss

- T shows questions and the adjectives

- T asks Ss to discuss two questions by using the words below

- T asks few students to share their ideas with the class

- T asks Ss about their summarizes of the vocabulary, useful phrases and structures based on the videos they watched at home

- T clarifies the misunderstood points, reviews and explains some difficult words and structures if Ss do not understand

Activity 1 Vocabulary Builder exercise 2 page 128

Activity 1: Vocabulary Builder exercise 2 page 128

- T asks Ss read exercise 1 again and

Practice again and use the prefixes with some of adjectives

- T gives the answers to Ss

- T asks Students to listen to a conversation and answer the questions below (Play the recording as many times as necessary for students to listen)

- After Ss finish, T asks a few

Ss to share their ideas with the class

- T tells students listen again and complete the sentences using the words below

- T checks Ss answers use the prefixes with some of adjectives

- T gives the answers to Ss

- T asks Students to listen to a conversation and answer the questions below (Play the recording as many times as necessary for students to listen)

- After Ss finish, T asks a few Ss to share their ideas with the class

- T tells students listen again and complete the sentences using the words below

+ sport coach: need to work at our weekend activity camps Hours: 10 a.m – 6 p.m Sat and Sun $7.50 an hour

+ receptionist: needed to work evenings at the Gallery of Modern Art Hours: 7-10 p.m Mon-Fri $9.00 an hour

- T asks Ss work in groups to answer these questions:

+ Which job do you prefer?

+ Why not the other job?

- T asks Ss to read the “Lock out” box, practice speaking by using adjectives and structures in previous exercises to express themselves

- T asks Ss to read the “Lock out” box, practice speaking by using adjectives and structures in previous exercises to express themselves

Ss practice Speaking in exercise

Stage Control group Experimental group Phase

- T explains all steps SS should do at home

- T posts a video about the useful phrases and then asks Ss to watch the video at home and take note the main points of the video

In-class T-Ss- T/ Ss – Ss

- Ask class to work in groups

- Ask: Describe your ideal school What is your timetable like? What are the facilities like?

- Ask class to work in groups

- Ask: Describe your ideal school What is your timetable like? What are the facilities like?

Ask a few students to share their

Ask a few students to share their ideas with the class Lead to the lesson: Speaking ideas with the class Lead to the lesson: Speaking

- Ask Ss look at the photos and then match two photos with two places

- Give the answers to Ss

- Show new words and pictures on slide

- Use short explanation to present new words to Ss

- Ask Ss to describe the photos in detail using the phrases

- T asks Ss about their summarizes of the vocabulary, useful phrases and structures based on the video they watched at home

- T clarifies the misunderstood points, reviews and explains some difficult words and structures if Ss do not understand

- Ask Students to focus attention on the two photos and quickly make a list of similarities and

- Ask Students to focus attention on the two photos and quickly make a list of similarities and differences

Practice differences Ask: How are the photos similar?

How are the photos different?

- Monitor and help when necessary

- Ask a few students to share their ideas with the class

- Go through the task together

- Play the recording for students listen and note which of their ideas are the same, and which are different

Ask: How are the photos similar? How are the photos different?

- Monitor and help when necessary

- Ask a few students to share their ideas with the class

- Go through the task together

- Play the recording for students listen and note which of their ideas are the same, and which are different

- T ask Ss look at two pictures in exercise 4 and then ask them:

1 Describe one of the photos

2 Compare it with the other

3 “Only schools with a lot of money have good extracurricular activities.”

Do you agree? Why?/ Why not?

- Students discuss the questions in pairs and take notes

Ask most of students to share their ideas with the class

- Students discuss the questions in pairs and take notes

Ask most of students to share their ideas with the class

Ss practice Speaking in exercise

Appendix 3 Time to deliver the test and Speaking topics

The researcher introduce the study and has two group take the pre-test

VOCABULARY 55 Describing jobs and work

LISTENING 57 Prediction of next details in listening

Defining and Non- defining Relative Clause

SPEAKING 62 Making comparisons of different jobs

REVIEW UNIT 5 65 Looking back on the language components and skills in Unit 5

VOCABULARY 66 Talking about shops and services

Identifying the kind of information to listen

GRAMMAR 69 Past Perfect WORD SKILL 70 Use of different verb patterns

WRITING 74 Comparing and justifying ideas

76 Looking back on the language components and skills in Unit 6

A post-test on speaking skills in Unit 5 & Unit 6

PART 1: Tell an event from your last summer

PART 2: Describe one of two photos

PART 1: You are looking for a summer holiday job Which job below you would choose and why

PART 2: Compare the school activities between two photos

This questionnaire aims to collect data for purpose of evaluating the effect of the flipped classroom model on Speaking skill Please, answer the following questions carefully and honestly These questionnaires are for research purpose only Thank you for your cooperation

Section 1: Circle the idea that expresses you most

1 How is English speaking proficiency important to you?

2 How did you feel about your Speaking class in the past?

Section 2 and 3: Please, tick (✔) the most appropriate answer from the box

Disagree Disagree Neutral Agree Strongly agree Benefits of the flipped classroom

3 I became a more active learner in the flipped classroom

4 I devoted myself more to the instructional/class activities in the flipped classroom

5 I participated and engaged myself more in learning in the flipped classroom

6 We had less time-consuming and more time for discussion

7 Class discussions help me to develop a sense of collaboration

8 I felt comfortable interacting with other course participants

9 I think it is fun that a bigger responsibility is put on me and my own learning

10 I spent more time and effort than usual on my flipped classroom learning activities

Students’ perceived challenges in the flipped classroom

11 I had to work more in the flipped classroom

12 The flipped classroom required more efforts

13 I was distracted by the surroundings

14 I was distracted by social networks and entertaining websites

15 I had problems with the technology device

16 I lacked Internet access at home

Thank you for your help

Appendix 6 Bảng câu hỏi về “Lớp học đảo ngược”

Chào các em học sinh thân mến,

Bảng câu hỏi sau đây nhằm thu thập dữ liệu với mục đích đánh giá sự ảnh hưởng của phương pháp lớp học đảo ngược khi học kỹ năng Nói Mong các em giúp Cô trả lời các câu hỏi cẩn trọng và chân thành Bảng câu hỏi này chỉ nhằm mục đích nghiên cứu

Cám ơn sự hợp tác của các em

Phần 1: Khoanh tròn câu trả lời bạn chọn

1 Khả năng nói tiếng anh có quan trọng với em không?

A Không quan trọng chút nào

2 Trước đây, em cảm thấy lớp học Nói của em thế nào?

Phần 2 và 3: Đánh dấu (✔) vào câu trả lời trong khung phù hợp nhất với bạn Ý kiến Hoàn toàn không đồng ý

Không đồng ý Trung tính Đồng ý Hoàn toàn đồng ý

Lợi ích của lớp học đảo ngược

3 Trong lớp học đảo ngược, em trở nên chủ động hơn trong học tập

4 Trong lớp học đảo ngược, em đầu tư thời gian nhiều hơn vào các hoạt động học tập

5 Trong lớp học đảo ngược, em tích cực hơn trong việc tham gia vào các hoạt động học tập

6 Trong lớp học đảo ngược, chúng em sử dụng nhiều thời gian hơn vào việc thảo luận bài học

7 Trong lớp học đảo ngược, thảo luận với các bạn trong lớp giúp em phát triển kỹ năng hợp tác làm việc nhóm

8 Trong lớp học đảo ngược, em cảm thấy rất thoải mái tương tác với các bạn cùng lớp

9 Trong lớp học đảo ngược, em nghĩ sẽ rất vui khi chính em chịu trách nhiệm hơn về việc học tập của mình

10 Trong lớp học đảo ngược, em dành nhiều thời gian và công sức hơn vào các hoạt động học tập

Những thách thức trong lớp học đảo ngược

11 Trong lớp học đảo ngược, em phải làm việc chăm chỉ hơn để chuẩn bị bài trước khi đến lớp

12 Lớp học đảo ngược yêu cầu em phải nỗ lực, cố gắng nhiều hơn

13 Khi học lớp học đảo ngược, em bị phân tâm bởi môi trường xung quanh như gia đình, bạn bè, tiếng ồn khi xem video ở nhà

14 Khi học lớp học đảo ngược, em bị phân tâm bởi mạng xã hội và các trang web giải trí

15 Khi học lớp học đảo ngược, em gặp vấn đề với các thiết bị công nghệ

16 Khi học lớp học đảo ngược, em không thể kết nối mạng khi xem video ở nhà

Cám ơn sự giúp đỡ của các em

Appendix 7 Semi-structured focus-group interview

(1) Please describe your own learning experiences in terms of the differences/uniqueness by comparing your past experiences with the lecture-based teaching approach to this semester’s flipped classroom approach in (a) time and efforts you spent, (b) the learning outcome (effectiveness), (c) learner autonomy, and (d) your preference

(2) what do you prefer: flipped classroom model or conventional teaching?

(3) about the drawbacks of the flipped classroom model Do you have any problem when watching videos at home?

2 Mean scores between the two groups

3 Pre-test and Post-test between the two groups