This chapter establishes the groundwork for the research study by initially defining key terms that provide the foundation for the investigation It then articulates the problem statements and rationale that drive the study Subsequently, it outlines the research questions and objectives that guide the investigation The chapter proceeds to present a conceptual background, highlighting its relevance to ESP training Finally, it concludes with a discussion of the study's scope, clearly outlining the boundaries and limitations of the research.
ESP (English for Specific Purposes) is a branch of English teaching to non- native English learners who study English for a vocational purpose
ESP training is a profession-oriented discipline to prepare trainees for the labour market
Computer-assisted language learning (CALL) is an approach to language learning in which technological tools are implemented as an aid to the presentation, reinforcement and assessment of materials for interactive elements and better learning outcomes
Flipped learning is a pedagogical approach in which class time explores topics in greater depth for meaningful practice, while educational technologies are adopted to deliver contents outside of the classroom
Computer-assisted language learning partially flipped classroom refers to a guiding framework with various group work and individual activities for both in- class and out-of-class settings Therefore, the model aims to yield beneficial impacts on learners‟ academic performance and to bring positive attitudes into the classroom
Brain-based teaching is a strategy in which learning materials and activities are aligned with the brain‟s natural processes and functions to help students encode, recall and connect ideas more efficiently for optimize learning
Traditional classrooms (conventional classrooms or contemporary classrooms), in this context, refer to familiar formats where students come to the classroom with homework correction and hear lectures with examples and exercises relating the new knowledge Lectures could be delivered by the teacher or from their peer presentations, and students have opportunities to ask questions or answer the questions related to the examples and the instructor might also attempt to make the lectures as interactive as possible with learner-centered educational methods Then, the teacher hands out exercises/ tasks, followed by in- class practice and teacher‟s correction or suggested answers Finally, the students practice what they are taught with higher-order learning skills at home This is not limited to whether instructors implement innovative pedagogical approaches inside and outside their classes as long as these methods are different from the instructional design of the experimental class
Learning effectiveness is the degree to which the model is successful in producing desired pedagogical results In this context, the effectiveness is measured by academic performance reflecting student‟s depth of knowledge and skills gained through a semester by using the final exam scores
Perceptions are the emotional feelings of the students towards the implementation of a specific pedagogical method, and are measured by the students‟ attitudes towards the effectiveness of different elements of the suggested teaching model
Problem statements and rationale of the study 1.3.
ESP (English for Specific Purposes) education is a complex environment in which graduates are supposed to have sufficient specialist knowledge and language skills to participate in a wide range of domestic and international activities Since Vietnam aimed to integrate into the world economy and international cultural exchange, the practice of these ESP courses has attracted certain attentions of both educational researchers and educators in recent years Although English training in
In Vietnam, ESP classes have shifted from traditional methods to communicative approaches and blended learning However, limitations exist in fostering learner autonomy and interactive collaboration This study proposes a classroom model that integrates technology-assisted language learning for out-of-class activities and brain-based teaching for face-to-face sessions in an ESP module This model aims to enhance the learning environment, enabling students to actively apply knowledge and improve their perceptions.
Four reasons were attributed to the conduct of this study First, a review of recent literature shows negative results could be found in some reports in terms of the learning effeciveness of the CALL flipped classroom For example, the study conducted by Harrington et al (2015), who compared learning outcomes of 82 students in a medical surgical course taught with flipped and traditional methods, noted that there were no statistical differences as measured quantitatively through exams (p-value = 0.7) One year later, Guy and Marquis‟s (2016) adopted quasi- experimental study to compare 433 business-major students‟ average final grades in two modes and stated that students in the flipped classroom only performed slightly better than those in a traditional lecture-based instructional method (83% and 82% respectively) Especially, Gundlach et al (2015) asserted that students in conventional classes could perform better than those in flipped formats Therefore, more studies should be conducted to examine the current state of knowledge on the effectiveness of this method Second, some research studies claim that sciences and engineering disciplines may be more suitable for flipping learning than social- sciences subjects (Johnson, Bender, & Oldham, 2015) Therefore, it raises a
4 question if flipped classrooms are appropriate for ESP education since this is also a social sciences subject and profession-oriented practice Third, many studies discuss what benefits can be obtained from flipping classrooms, but fell short of defining an instructional framework that could guide the design of in-class activities for deep conceptual understanding and/or procedural fluency In other words, the questions of what instructional framework should be used in planning the flipped classroom approach, how to mobilize learners to engage in the learning process, and what techniques can foster interactive and collaborative environment inside and outside of classroom are still left unanswered Hence, further research is needed to shed light on how in-class instructional designs were actually implemented and favoured by participants Finally, an implementation of the flipped model into ESP teaching is still in its infancy, especially in Vietnamese setting where educators are under the pressure of building test-taking skills as well as performance-oriented activities classes (Nguyen, 2015) Therefore, a better application of technology-based elements of flipped classroom into the ESP classroom should be measured in a coherent manner As a result, in this study, a detailed model of in-class activities revealed how classroom time was used for engaging in integrated activities, discussing subject-specific concepts, clarifying complicated information, language building, and test-taking practice Meanwhile, technology as a mediational tool was adopted to show how out-of-class tasks were structured to enhance learners‟ autonomy and academic performance
This study aimed to answer two following questions:
1 To what extent does this model influence on students‟ English competence as compared to traditional classes?
2 What are learners‟ perceptions towards the effectiveness of this model?
To help answer research question 1, the following hypotheses were adopted:
The null hypostudy (H 0 ): There is no significant difference between experimental and control class‟ achievement as measured through the final exam scores
Alternative hypostudy (H 1 ): There is a significant difference between the performance of the experimental class and that of the control class in an ESP course as measured through the final exam scores
1 Investigate the effectiveness of the CALL partially flipped classroom and brain- based teaching towards learners‟ academic performance and attitudes in an ESP class at BUH
The flipped classroom model, with its emphasis on active learning and brain-based teaching, offers a compelling approach to ESP education By shifting the focus from traditional lectures to student-centered activities, the flipped classroom empowers learners to actively engage with the material before class, fostering their comprehension and retention This innovative model incorporates a detailed framework that aligns with the principles of brain-based learning, such as providing students with opportunities to make connections, challenge their thinking, and apply what they have learned in a meaningful way By embracing this approach, educators can create an engaging and effective learning environment that promotes student success.
3 Contribute to theoretical research in flipped learning and brain-based teaching on how these methods can be employed with a detailed instructional design
This study was built upon 2 main cores: computer-assisted partially flipped learning for out-of-class activities and brain-based teaching for in-class instructions Figure 1-1 illustrates this relationship as follows
The flipped classroom as part of a blended learning model was employed to improve out-of-class educational efficacy in the Vietnamese ESP classroom Students first gained exposure to new knowledge via watching videos, which provided a distinct advantage for learners who performed at different paces Class time was then used for learning-centred activities that build on the pre-class work and brain-based teaching rather than the traditional instructor-led lecture sessions With this method, certain activities were allocated to homework tasks with the aid of technology, while deeper learning activities were implemented in the classroom following the structure of brain-based teaching In other words, technology is inclined to be an integrative and mediational tool for the training process, and interactions between students and teachers created by brain-based teaching are of great significance with thin the in-class procedure
ESP training in the Vietnamese context
Due to the open-door policy and recent integration into the international economy, the socio-economic, scientific as well as cultural exchanges between Vietnam and foreign countries have led to a great demand for competent employees in different areas ESP training, thus, has become an integral component in most programs at higher education More importantly, when Vietnam officially joined WTO in 2006, attitudes towards ESP training in Vietnam have undergone deep transformations both in the professional world and that of scholarly research As a result, many language faculties acknowledge the actual requirements of their prospective graduates to keep up with the market needs However, it is a reality that most educators who engage in ESP field normally hold a degree in modern languages and lack the specific domain knowledge
Research into ESP teaching asserted that this discipline aims to meet learners‟ needs of professional and vocational purposes so that graduates can integrate into the international and local working environment effectively (Chostelidou, 2010) Since Vietnam joined in the WTO and aimed to integrate into the world economy as well as international cultural exchanges, the emergence of ESP training in Vietnam has required many educators to make instructional changes to foster deeper learning, critical thinking skills, and independent learning styles to keep up with the market
11 demands (Nguyen, 2017) However, a review of recent literature shows that this approach does not bring about fruitful benefits due to a number of challenges posed to learners and practitioners (e.g Nguyen, 2017; Tran, 2013) In a clearer sense, the professional knowledge and skills necessary for this practice continue to increase, yet the hours available for education are limited Moreover, the differences in instructors‟ experience and subject- matter knowledge pose certain challenges in providing a consistent curriculum with effective educational strategies in this complex setting Therefore, innovative approaches for ESP training, which account for the exponential growth in professional knowledge and time constraints of the curriculum, while adapting to the dynamic environment of this practice and making better use of teacher and learners‟ time, are needed
Another issue is that many Vietnamese lecturers still struggle to adopt approaches that can support the development of active learning styles (Pham, 2016) According to Entwistle and Ramsden, students need to be supported to “move away from learning approaches characterized by the mere memorization toward deeper learning strategies so that they can fully understand underlying principles and concepts of the subject matter” (1983, p 15) Although there have been a few scholars having done research on ESP teaching methodology that support active learning such as inquiry- based teaching, project-based learning and learning-based review sessions, this area is still in its infancy in Vietnam (Pham & Ta, 2016) Besides, many Vietnamese ESP instructors still stick closely to traditional methods, i.e providing grammatical structures as well as vocabulary, lecture-based formats, and silent in-class practice, which not only hinders students‟ performance but also de-motivates them For example, Nguyen Thi To Hoa and Pham Thi Tuyet Mai (2016) found that nearly 66.02% of 362 third-year students from 11 universities in Hanoi assessed that their training
12 programmes did not provide sufficient knowledge and skills in this discipline and they do not feel confident about their English competency This group of researchers maintained that most ESP practitioners favored monotonous in-class training and offered few real-life activities that reflected the true discipline Hence, there is a need to change the current situation of ESP training in Vietnam
Finally, though some scholars study the teaching of ESP from the perspective of computer-aided instructions (Bonsignori, 2018; İlin, Kutlu, & Kutluay, 2013; Kutlu, 2013) and certain sites are also established for ESP community sharing (e.g http://www.esplearning.com/, https://github.com learning-unlimited/ESP-Website), these studies inevitably have some limitations such as imbalance of resources that learners can enjoy and the adaptability of online resources with the curriculum contents In addition, physical in-class interactions are needed for collaborative learning environments as well as dissemination of content knowledge to develop profession-oriented competence in language exchange Therefore, a better application of technology into the ESP classroom (i.e flipping) might be beneficial since this method can integrate features of the Internet with the advantages of physical classroom activities.
ESP training at BUH
Banking University Ho Chi Minh City has been involved in ESP education since 1995 The broader context in which the researchers presented this study includes the challenges for public institutions which are facing diminishing government support, competition from professional ESP courses in other universities, and continued critique by industry about the school‟s inability to prepare students for the real world (The „BlackBox‟
Survey of the Proficiency Output Standards of BUH‟s Graduates from the Perspectives of Employees, 2015) More specifically, this study is conducted
13 in a Vietnamese public university that is coming to terms with a total 50% financial cut to the university sector in 2018 from the State Bank of Vietnam The rationale given was that the financial burden of higher education should be borne by the institutions and the students
There is an annual enrolment of around 3000 local students for a four-year Bachelor program at BUH ESP is a compulsory subject with two modules (ESP1 and ESP2) The courses are mainly designed to provide a structured syllabus of ESP Practice for non-English majors, covering an extensive range of topics and text genres with Business-related resources winning heavy priority The ESP component at the undergraduate level constitutes part of a course book “The Business 2.0”, and is exercised at the rate of four hours (4 hours = 5 academic periods) a week Though there have been efforts to improve existing syllabuses, the traditional subject-matter orientation, methods of teaching, testing, and grading are still adopted there Existing syllabuses are facing difficulties due to the lack of qualified teachers, the absence of systematic teaching methods, and the insufficient time devoted to these syllabi Admittedly, traditional methodology is still being adopted in this institution with much attention focusing on time- consuming tasks, precise word usage and accuracy of the grammar The basic model is a teacher‟s correction of prior homework, followed by lectures on the new topics, and demonstration by examples, then students‟ in-class practice and finally teacher‟s comments Trinh Thi Anh Tu (2012) conducted a survey at 4 public universities in Ho Chi Minh City (including BUH) to explore students‟ attitudes toward ESP training The results showed that the graduates were not confident in their ability and they were not satisfied with the programmes because of monotonous teaching styles
In recent years, the Faculty of Foreign Languages at BUH has been implementing certain innovations to improve the ESP training process On
14 the one hand, the product-oriented teaching method is gradually substituted by the process-oriented approach to enhance learner‟s competence Learners are geared towards professional strategies to deal with their problems and real-life practice, such as problem-based learning or project-based learning
On the other hand, teachers are encouraged to exploit different factors to promote constructive, critical attitudes among learners and creativity in the classroom such as group work, peer review, and field strips ESP tasks are also complemented by the teaching of theoretical principles in the belief that learners need to know the underlying mechanisms to improve their skills Finally, blended-language learning with the support of modern technology (e.g Google classroom) is implemented for an improvement in the training process However, ESP training at BUH still need more attention
2.3.1 Definition of brain-based teaching
Brain-based learning is an approach based on the function of the human brain with reflection activities to facilitate complex conceptual knowledge and procedural fluency (Jensen, 2005) This means brain-based teaching focuses on the the idea that learning should be comprised of the total structure of a human being‟s physical, emotional, and spiritual activities to maximise the learning outcomes Moreover, learning inputs and resources should be real-life and authentic to reflect real-world difficulties and expectations As a result, since the brain progress and development is reliant on an individual‟s experiences, the challenge is for teachers to change their teaching techniques to provide suitable classroom settings accommodating how the brain learns, which will improve the brain functionality in processing and making data correctly, thus enhancing learners‟ internalisation and skills improvements (Salem, 2017)
Principles of brain-based teaching
Research scholars share the idea that brain-based teaching has the following principles and characteristics First, all learning resources, activities, and assignments should be interconnected so that learners could benefit from these connections (Haghighi, 2013) This could be done by preloading/revising contents before the actual lessons to strengthen students‟ retention of important information Moreover, important information should be taught first so that learners could have the time to absorb the knowledge, then a wide exposure to collaborative practice could foster skills proficiency Second, various learning experiences should be encouraged to help students at their own developmental and cognitive level (Tỹfekỗi & Demirel, 2009) For instance, a combination of various assessment practice with multiple teaching strategies could maximise student performance significantly It requires the teacher to not only know the subject matter but also requires the teacher to know how to present the subject matter in various ways Third, both physical and intellectual activities should be exploited According to Jensen, “exercise increases the release of brain- derived neurotrophic factor a protein that supports learning memory function, repair and maintenance of neural circuits, and the production of brain cells that are crucial to forming the connections the brain needs to learn" (2009, p 120) In fact, teaching physically and intellectually is actually re-endorsing the idea of Bloom‟s taxonomy which categorize learning domains as cognitive, affective and conative This can be done via presenting learning contents in interesting manner, creating learning-by- doing activities, combing kinesthetic and auto instructional teaching styles as well as facilitating gamifications, cooperative learning music, role playing, simulation and intellectual practices Finally, the brain-based teaching requires the teachers to frequently provide opportunities for
16 meaning creation and self-discovery (Saleh & Subramaniam, 2018) This principle is based on the belief that learners are intrinsically motivated to make sense out of the world through what they experience with the senses When they verify the meanings out of real-life or simulated situations, they can confirm, comprehend, and retain the information longer Therefore, teachers should allow learners to experiment with learning content and activities, encourage them to take calculated risk to find out the truths, let them hypothesize for solution to a problem, as well as use electronic media and technological devices which makes learning lively.
Beneficial impacts and the rationale for using brain-based
Three main reasons underpinned the implementation of brain-based teaching during the in-class sessions First, this is a learner-centred approach based on how human brains structure and function with critical thinking and reflection activities to facilitate complex conceptual knowledge and procedural fluency (Jensen, 2005) In a clearer sense, ESP courses require learners not only to be more competent in their English proficiency but also to be able to use their domain knowlegde appropriately in simulated exercises or real-life practice For example, when students at Banking Univeristy learn how to be a teller and support their customers to open a bank account, they are required to be good at English in both listening and speaking skills In addition, they also have to provide appropriate information regarding the banking administrative forms (deposit slips/ withdrawal slips), interest rates, or banking procedures as if they were handling with real customers Therefore, learners have to use their brains critically and relfectively to be able to master both linguistic knowledge and procedural fluency in their subject matters, which could be mediated by brain-based teaching In short, the knowledge about how human brain
17 functions and its effects on learning pave the way to revolutionize the teaching and learning process in a way that this approach emphasizes meaningful learning experiences and coherently systematic classroom procedure to foster deep learning and knowledge construction
Second, studies have revealed that brain-based instructions could faciliate students‟ learning performance and positive attitudes in certain ways For eample, in a study with forty third-year students in Turkey, Serap Tỹfekỗi and Melek Demirel (2009) asserted that the improvement in the experimental group could be attributed to this new method as participants not only gained higher post-test results than those in the control class but their learning abilities also developed significantly in terms of retention level, affective communication, sensitivity, and active participation Afterwards, Duman (2010) adopted a pre/post-test analysis to investigate the impact of brain-based teaching on the academic performance of 68 students at Mugla University, Turkey His findings revealed that this approach was more effective in leveraging students‟ achievements than the conventional approach although academic achievement did not vary much within the same experimental group Another study by Haghighi (2013) in Iran showed that 50 sophomore male students familiarized with brain-based learning approach could have a better achievement and retention Recently, Saleh and Subramaniam (2018) used the Physics Achievement Test to conduct a research with 90 students from two high schools in Malaysia Their results revealed that participants exposed to this new approach could obtain higher scores compared to those in the conventional teaching method, confirming the premise that brain-based learning was able to enhance learners‟ performance significantly As a result, it could be assumed that an implementation of brain-based approach into teaching Flipped ESP classes
18 could investigate better how different aspects this approach could mediate and influence learners‟ performance
Despite the absence of comprehensive studies on brain-based teaching in the Vietnamese context, research by Salem (2017) indicated its potential for enhancing ESP students' listening, vocabulary, and motivation However, performance-oriented testing practices prevalent in Vietnam hinder the widespread application of brain-based teaching methods Therefore, this study aimed to evaluate the effectiveness of a brain-based teaching model on the academic achievement and attitudes of Vietnamese ESP students The model integrated in-class activities that engaged learners in discussions, concept clarification, and test preparation It also incorporated out-of-class flipped learning activities to enhance performance By combining these approaches, the study sought to optimize their benefits and improve ESP instruction in Vietnam Moreover, it aimed to provide detailed guidance for implementing the flipped classroom model effectively, making the learning process more engaging and meaningful.
19 understanding the flipped classroom from students‟ perspectives They then can modify their teaching strategies to adapt to various learning needs or to promote student acceptance of flipped learning, thus developing more effective learning situations and enhance the current ESP teaching practices
Definition of flipped classroom
„„Flipped learning‟‟ (a.k.a „„flipped classroom‟‟, „„inverted classroom‟‟, or „„flipped teaching‟‟) is a pedagogical approach whose definition can be found at the Flipped Learning Network as: a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter (2014, p 1)
This definition means that in a flipped classroom, students could have direct access to the knowledge outside the classroom at their own time, pace and convenience They have to prepare the lessons and follow the teacher‟s instructions at home to obtain basic knowledge about the subject matters Then, the physical class time is devoted to diving deeper into the learning materials, clarifications, and interactions for problem-solving activities.
Variances of the flipped classroom
Various interpretations and differences in teaching contexts have resulted in three main variances of the flipped learning model, including
“traditional” flip, “partial” flip, and “mastery-based” flip
Flipped classrooms invert the traditional classroom paradigm by assigning video lectures for out-of-class preparation During class, students engage in guided question-and-answer sessions to clarify video content Problem-solving activities in small groups foster knowledge application and deepen understanding Teachers act as facilitators, providing personalized support and feedback Flipped classrooms leverage learner-centered approaches, empowering students to drive their learning through independent video preparation and interactive classroom engagement.
“traditional” flipped classroom can be summarised as “which is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class” (Bergmann & Sams, 2012b, p 13) Prior video watching and preparations are compulsory to ensure the teaching quality, as they allow stronger in-class engagements as well as assist struggling students since these students have prepared the lessons in advance and there are more class time for clarifications, collaborative practice, and teachers‟ personalized assistance
This structure is a less strict version of the traditional flipped model, in which only a portion of the course module is spent in a flipped classroom format (Springen, 2013) Learners are encouraged to watch videos outside of class hours, but video lessons could be utilised in multiple ways rather
21 than a mere delivery of new knowledge It might be an introduction of new topics, a reinforcement of prior difficult concepts, a review of materials that have been practiced inside the classroom, or suggested ideas for the following in-class discussions Physical class time could involve the traditional lectured-based instructions or sometimes could be dedicated to the flipped format with problem-solving activities and individualised support based on learners‟ need In some cases, no special requirements are offered and no penalty is given to students who do not watch the videos because of some difficulties such as limited access to video streaming devices, heavy workload, and teacher‟s unfamiliarity with technology As such, Springen characterized this type of class structure as a partially flipped class because it is only a partial implementation of Sam and Bergmann‟s practice
The “Mastery-Based” Flipped Classroom 2.4.2.3
This format, also introduced by Sams and Bergmann, is an improved version of the previous traditional model to meet learners‟ needs as well as adapt to market requirements by putting a series of learning objectives into the design of video lectures (Bergmann & Sams, 2012b) In the mastery- based flipped classroom, it is not compulsory for students to watch videos every evening prior to class Instead, they are given the unit outlines, course requirements and objectives, assignments and other educational resources such as videos, worksheets, or grading sheets They are expected to complete their tasks within the course schedule at their own learning pace and at their personal discretion with the guidance from teachers and support from peers This method, however, is suitable for learners with high level of autonomy and for courses with short or medium time length (Bergmann & Sams, 2012b) In reality, no formal study has been carried out to test the effectiveness of this variance in a real physical classroom
In short, there are three main variances of flipped learning, and within each model, teachers can use different strategies to tailor their instructions and teaching styles to learners‟ needs Hence, after reviewing the relevant literature, the classroom procedure in this study moved forwards to the traditional flipped class Learners were required to watch video lectures prior to the actual physical lessons and their preparations were checked by means of preparatory tasks, portfolios as well as online interactions In addition, teacher‟ self-made videos were used because no official videos could be found online in terms of Vietnamese-English translation.
Elements of flipped classrooms
Estes et al (2014) and Zhai et al (2017) explained a flipped classroom could be divided into three stages, i.e pre-class preparation, in- class problem-solving activities, and post-class consolidation Therefore, this study followed the framework suggested by these authors with a three- stage design consisting of pre-class, in-class, and post-class activities
As regards pre-class activities, Estes et al (2014) asserted that an online learning platform should be created to ensure the consistency and interconnections of all activities Then, a preview of materials prior to the face-to-face sessions is necessary, including watching video lectures or other forms of computer-based instructions Finally, preparatory tasks should be given to check learners‟ understanding as well as to develop lower-order thinking skills Then, Zhai et.al (2017) insisted that students should be required to prepare lesson notes or portfolios as part of the pre- class activities, which will be checked later by the teachers to ensure preparations and make the lesson preview meaningful to learners Zhai et.al (2017) also confirmed that there might be some confusions or misunderstandings on the part of the learners at this stage; therefore, a
Group Discussion or a Q&A Platform should be utilized so that learners can exchange ideas, ask for each other‟s support, and request assistance from teachers As a result, more out-of-class interactions will be established and the pre-viewed online lectures could be better understood
In terms of in-class activities, Estes et al (2014) believed that this step is the most important component and should be given considerable attention On the outset, teachers ought to do some revision exercises relating to the video lectures to check learner‟s preparations as well as to clear their confusions Then, problem-solving activities, case discussions, debates, simulations, presentations, micro-lectures, and other active-learning methods will be exploited to deepen and broaden students' understanding as well as to improve learning efficiency (Kong, 2015; Zhai et al., 2017) Individual work, pair work, and group work should be well incorporated to adapt to different learners‟ needs and preferences Moreover, peer review is a necessary step before teacher provides some suggested answers so that learners can not only get their personalized solutions but also learn more from peers‟ diverse answers, thus their perceived value would be enhanced
Finally, post-class activities involve learning assessments and practice of higher-level thinking such as projects and other forms of authentic exercises to determine the competencies achieved from the previous lessons
Figure 2.1 below illustrates the stages and elements of the flipped classroom based on the framework suggest by the above authors
(Source: Adapted from Estes et al (2014) and Zhai et al (2017))
Stages and elements of the flipped classroom
Pre-class computer-based preparation activities
In-class interactive and problem-solving activities
2 Active learning methods + authentic practice
3 Individual work + pair work + group work
1 Further practice of higher-level thinking
Figure 2-1: Stages and elements of the flipped classroom model
Theoretical frameworks for flipped classrooms
The theoretical frameworks upon which the design of this study is built stem from two prominent theories, including socio-constructivism and active learning
Flipped classrooms and the Socio-constructivism 2.4.4.1
Flipped classrooms can cater for the socio-constructivism in the following ways First and foremost, flipped classrooms can create subject- related learning situations in accordance with contents and objectives of the course (Bergmann & Sams, 2012a) Thus, video lectures will continuously be renovated with authentic updated information and learning materials will be contextualized to be relevant to students‟ daily lives and specific needs Second, students‟ movement towards autonomy is guaranteed by implementing all activities from individual work to group work within and outside the classroom to construct their own understanding (Ouda & Ahmed, 2016) Lastly, it promotes the active participation of students in different task designs (multi-media, internet resources, interactions and in- class collaborative exercises) for proactive construction of conceptual understanding and procedural fluency (Gariou-Papalexiou et al., 2017) In summary, studies confirm that flipped classroom model contributes to the social-constructivist education by activating the group-learning environment to help learners construct personal meaning and mutual understanding (e.g Castilla-Cabanes et al., 2017; Thai et al., 2017)
Flipped classrooms and Active learning 2.4.4.2
Another principle supporting the flipped classroom is the theory of active learning, stating that real learning occurs when students could apply new concepts into real life rather than merely learning by heart (Bishop & Verleger, 2013; Hung, 2014) The model is supported by the active learning theory in the following manners On one hand, flipped learning creates
26 opportunities in which learners can be meaningfully engaged in learning activities through interactions and worthwhile tasks By moving the contents outside of class and conducting flipped lectures, students can exert their engagement and autonomy to solve various problems through analysis, discussions and practice under their teachers‟ guidance On the other hand, the flipped classroom model underpinned by active learning theory can foster learners‟ dynamics and critical thinking skills, in which time spent in the classroom is an opportunity for students to better understand the reasoning, rather than the means of receiving information (Novais, Silva, & Muniz Jr., 2017) It means instructors in the flipped class enable opportunities for students to explore materials and investigate topics in depth, encouraging out-of-class internalization, reflection and self-study, all of which promote a deeper level of comprehension before class time As a result, this active-learning aspect stimulates learners‟ higher-order thinking and critical analysis In other words, flipped classroom is able to achieve the balance between knowledge delivery and dynamics aspects of students, focusing on developing students‟ critical thinking skills during class time while affording individual learning outside the physical classes.
Learning effectiveness of flipped classrooms
The flipped classrooms have effectively supported students' learning achievements in many ways a On learners’ grades
Effectiveness can be determined by comparing pre-test and post-test results, showcasing students' comprehension and mastery of learning material (Enfield, 2013; Kong, 2014) For instance, in a study by Davies et al (2013), technology integration in flipped classrooms was found to significantly enhance student performance in Information Systems.
Technology-enabled learning significantly improved student outcomes in a study using a quasi-experimental design, resulting in higher post-test scores compared to pre-test scores Similarly, the flipped classroom model in Della-Ratta's (2015) undergraduate nursing course led to higher examination scores compared to pre-test scores, with a statistically significant p-value of 0.023 This suggests the effectiveness of technology and flipped classroom approaches in enhancing student performance.
Second, a comparison between the test results of flipped classroom and traditional classroom have also been conducted to prove the effectiveness of this innovative method For instance, Tune et al (2013) investigated the effectiveness of flipped classroom in a graduate physiology course at the Indiana University School of Medicine By measuring students‟ performance on examinations relating to healthcare topics, they revealed that students in the flipped course scored significantly higher (p
=0.17 < 0.05) on weighted cumulative sections by an average of more than
12 percentage points compared to students in traditional class, thus, indicating this method is effective Kaushal Kumar Bhagat et al (2016) investigated the effects of flipped classrooms on learners with different achievement levels in learning mathematics concepts As a result, they found a significant difference in the learning achievement between the experimental and control groups with students using the flipped classroom performing better and a significant difference in the performance of low achievers in the two groups In a bigger project, Webb and Doman (2016)
28 investigated the effectiveness of flipped classroom on learning outcomes in two contexts of Macau (China) and the US They conducted a 2-year quasi- experimental mixed-methods study with 25 students in the control group and 39 students in the experimental group Through the grammar test results, they found that gains on actual achievements were significant only for the experimental groups, and maintained that this viable methodology should be encouraged around the world Though the number 0 participants is too small to make broad generalizations, this is one of the very few study conducted in a long period of time (2 years) and in 2 different educational contexts (Macau and the US)
Formative assessments are crucial in evaluating the effectiveness of the flipped classroom model Kim et al (2014) found that students in flipped classrooms highly valued the method, allowing them to utilize higher-order thinking skills and apply knowledge effectively in formative tests, resulting in positive responses (85%) Students also acknowledged the clarity in identifying areas for improvement (Mean =2.9 out of 4) González-Gómez et al (2016) similarly reported positive results in a general science classroom, demonstrating the positive impact of formative assessment feedbacks on learner gains.
52 Canadian students, they found that a 0.01 statistically significant level was found on all assessments (homework assignments, projects, and tests) with the flipped class students performing higher on average as well as increased individualized learning These t-test results are in line with the
29 finding of Krumsvik and Jones (2016) in Norway, who looked at the performance of 23 high-school students in a high-school flipped classroom by using classroom observations with field notes and online test scores as data collection They reported that there were improvements in the students‟ performance (compared another non-flipped class) within in-class activities, quizzes and exercises, which they confirmed later with the high scores those students received on a final exam (p-value = 0.01)
However, negative results can also be found in some reports in terms of the learning effeciveness of this teaching method One example is the study conducted by Harrington, Bosch, Schoofs, Beel-Bates, and Anderson (2015), who compared learning outcomes of 82 nursing students in a medical surgical course taught with flipped and traditional methods, noting that there were no statistical differences as measured quantitatively through exams (p-value = 0.7) One year later, Guy and Marquis‟s (2016) adopted quasi-experimental study to compare 433 business-major students‟ average final grades in two modes and stated that students in the flipped classroom only performed slightly better than those in a traditional lecture-based instructional method (83% and 82% respectively) Recently, a quantitative, quasi-experimental study was conducted by Sirota (2017) to see whether the flipped classroom pedagogy could enhance students‟ academic performance in nursing pharmacology in comparison with traditional lecture instruction Her findings revealed that there was no significant difference in academic performance when comparing final exam grades of both classes (F = 0.907, p-value = 0.506; Wilk‟s Ʌ = 0.919, partial η2 = 0.081), and asserted that flipped classroom pedagogy might not be a totally effective method This conclusion is confirmed by similar mixed results of Betihavas et al (2016) or Filiz (2015) In fact, the aforementioned studies with unsatisfactory results failed to establish an effective working procedure for the
30 implementation of flipped learning Pre-class work was mainly video watching without careful consideration of individualised learning, online collaboration, and teacher‟s guidance for self-regulated learning activities In-class activities (which should be diversified) were repetitive with discussions, mini-presentations, and problem-solving, but no information related to specific details on the actual tasks of various activities inside the classroom was provided In other words, activities and techniques which were used to facilitate collaborative environment did not receive proper attention As a result, absence of such information prevented the researchers to maximise the benefits of flipped learning and obtain their expected outcomes Therefore, academics share the idea that a systematic framework is necessary if more effectiveness could be obtained from implementation of the flipped classroom model (Betihavas et al., 2016; Jesurasa et al., 2017; Little, 2015; Novais et al., 2017)
In short, whereas some available studies conclude flipped classroom pedagogy to be effective in improving academic performance, other relevant research indicate the contrary Hence more studies with empirical evidence should be conducted to solve these inconsistencies b On learners’ attitudes
A number of studies have been done to shed light on the perceived improvement of learners‟ attitudes towards the learning process and the subject they are studying
On the outset, a majority of studies show that students are generally satisfied with their learning process and would like to continue with this method in other courses One demonstration example of learners‟ satisfaction can be found in the study conducted by Chen et al (2014), who reported that students were satisfied with the class meeting, their attendance of the class improved, and they had opportunities for active learning He
31 also mentioned that the number of students who came to class in the flipped classroom (in 2013) was 110, which was better than the previous year (in 2012) when the class was not flipped and the number of students was 88 Some students also expressed their wish to recommend the flipped classroom to other friends (Lyons et al., 2017; Mohammed, 2016)
Flipped learning enhances student motivation by empowering them to learn independently and at their own pace (Khanova et al., 2015; Hsu et al., 2016) This approach fosters a positive learning experience for both students and teachers, as evidenced by the findings of Tracey Muir and Vince Geiger (2016) Their case study of a grade-10 mathematics class using a flipped classroom approach revealed that students were motivated to engage with online materials created by the teacher Ekmekci (2017) and Cheng et al (2016) also observed positive enthusiasm towards this method, concluding that flipped classrooms foster environments that cater to students' needs for competence, autonomy, and relatedness, thereby promoting intrinsic motivation.
In terms of students' engagement, most researchers agree that flipped learning could establish students' engagement with active learning methodology For example, Hung (2014) in her study with first-year English majors in a communicative English course found that flipping the classroom engaged students‟ before class, during class and even after class when more consolidation practice was still discussed by learners Kim et al (2014) reported that students were able to prepare for in-class activities by watching and exploring on-line learning materials before coming to class
Procedure of the experimental class
The intervention officially started in week 2 by including the experimental group in a wide variety of activities to make them hold ownership of the course contents The model was divided into three parts, namely, pre-class, in-class and post-class activities
To enhance comprehension, students were initially exposed to course material and video lessons selected from online resources aligned with curriculum objectives During video screenings, note-taking, new content identification, and difficult concept comprehension were actively encouraged Subsequently, preparatory assignments reinforced comprehension, confirming students' engagement with video lectures before class attendance The availability of "Group Discussion" facilitated knowledge exchange and problem-solving among peers and instructors, fostering collaborative learning.
The in-class activities were designed based on brain-based teaching framework of Eric Jensen (2005) to give full play to the students‟ enthusiasm and to achieve internalization of knowledge It consisted of five steps: Engagement, Framing,
Acquisition, Elaboration, and Memory Strengthening First, previous lessons and video- related contents were revised through various warm-up activities such as songs, quizzes, games, or homework correction to create a positive learning environment and to check learners‟ understanding The purpose of this step was not only to give a complete review of the topic covered but also to get feedback on what content was not understood, or to give deeper explanations Second, the “Framing” required learners to do exercises in the course books so that they could have a deeper understanding about how the language and new knowledge is used in their ESP contexts These exercises include a wide range of skills necessary for ESP modules such as reading, listening, speaking, and writing related to the subject matters In the “Acquisition” step, the students collaborated to deal with challenging tasks to foster integrated skills and higher-order thinking skills These tasks included gap filling, cloze reading, error identification, scrambling, translation, and sentence elaboration Then, within the “Elaboration” stage, learners displayed the outcomes through various forms of correction strategies such as quizzes, peer editing, presentations, debates or reports to support deeper learning Finally, the “Memory Strengthening” in the form of mini-tests was adopted as a summary of what learners had studied during the physical class time to ensure that the right content had been internalized correctly
To sum up, these activities aimed to provide learners with a more engaging as well as active learning environment to improve their proficiency They also equipped leaners with a more sophisticated understanding so that students could be in a stronger position to make informed choices in their future ESP practice and exam papers However, it is worth noting that technological use was not restricted to out-of-class sessions For instance, the classroom-based sessions used technology-assisted presentations (PowerPoint or Prezi) during the “Framing”, Kahoot or Quizezz for the “Engagement” and “Acquisition”, online corpora or Grammarly for “Elaboration” Meanwhile, non- classroom based sessions might include a group project without the support of any
In the flipped classroom model, technology serves as a mediational tool that enhances learning by catering to diverse needs through various modes of instruction This approach enables educators to utilize technological tools, including field trips, to foster practice of integrated skills Consequently, the flipped classroom model, grounded in a structured instructional framework, facilitates the active construction of knowledge and skills, transforming learning into a collaborative and dynamic endeavor.
Students were given other tasks to apply with similar techniques at home Comments were made individually, though some commonly recurrent errors were focused in weekly group discussions.
Research instruments
Two research instruments were used in this study
First, an analysis of students‟ exam results (pre-test and post-test) was conducted between the experimental class and traditional classes First, testing results in the previous module (ESP1 final exams) were collected and analysed to test the homogeneity of participants as a pre-test After the treatment had been implemented for one semester, results of end-of-course ESP2 tests were gathered for analysis All the tests were taken from the school‟s test bank validated by an expert committee to ensure certain issues of learning contents, testing validity and reliability The tests were divided into five sections: Word matching with 10 definitions, 10 multiple-choice questions, Reading Comprehension to answer five questions, Translation of three sentences from English to Vietnamese, and Paragraph writing Individual student's scores were analysed by the SPSS 22.0 data editor as the dependent variable Learning environments (flipped class and traditional classes) were the independent variables and were entered as a fixed factor Various mathematical procedures (e.g ANOVA, effect size, Test of Normality, and Test of Homogeneity of Variances) were used to determine whether or not there were statistically significant differences in the test scores of the two groups Therefore, this
42 helped to shed light on whether this approach could bring about any improvements in learner‟s achievements compared to the traditional approach
Second, the study adopted a 23-item questionnaire (Appendix 1) to investigate participants‟ perceptions towards the flipped classroom method in this actual learning environment On the last day of the semester, the questionnaires written in English were distributed directly to this experimental group and administered in class to get the participants‟ responses First, the students were explained about the objectives of the study and encouraged to express their true opinions They were all reminded that their participation would not influence their test scores, and their responses would be completely anonymous Then, the researcher read each item and explained in Vietnamese so that the participants could understand them thoroughly It took about 30 minutes for the students to complete the survey When finished, the data were analysed quantitatively by descriptive statistics with the support of Microsoft Excel Once all data had been transferred, student names were replaced with their previously allocated pseudonyms (to match the pre/post-test coding) to ensure anonymity.
Reliability and Validity of the Methodology
Certain steps were taken to increase the level of reliability and validity in this study First, in this study, all the questionnaires were conducted in English because the researcher believed that a translation might create problems about reliability Second, information confidentiality and respondent anonymity was continuously explained so that the participants would not give biased responses to please the researcher Finally, bias was reduced by selecting appropriate methods of data collection and triangulation For example, the test results were marked by third-party raters and sent electronically to the researcher with the signature of the Dean to avoid dishonesty Similarly, detailed discussions of the research method, data collection and eliciting respondents‟ feedback was also carried out between the researchers and other specialists to overcome bias
In terms of validity, because most of the data came from the students‟ perceptions of their experiences with the new method and were reliant on learners‟ ability to articulate those experiences, the researchers had to review and re-check the questionnaire data several times with the help of another academic expert Another element to improve the degree of validity included the development of a logical conceptual framework to systematise the process of collecting and analysing data Finally, triangulation between two methods was conducted to reinforce the validity of the study All the evidence (questionnaires, test results, and ethical consents etc.) are attached in the Appendix once collected.
Ethical Issues and Considerations
Since this study deals with educational discipline and human subjects, ethical issues should be taken into serious consideration throughout investigation First, the Board of Management at Faculty of Foreign Languages of BUH were asked to grant a permission for conducting the study whereas written consent was be obtained from all participants Second, privacy and information of the participants was kept confidential so that they could not be identified by any readers of this research The participants‟ names and responses were coded with pseudonyms, and the pre-test/post-test results of the students in all classes will not be revealed to any outsiders Third, the data were collected from volunteer students who had signed a consent form and they were informed about their rights to withdraw from the study at any stage without stating any reason This also means that the students had the rights to indicate their inability to answer any questions that they might find difficult to answer in the questionnaire Fourth, the participants were informed about the purpose as well as the phases of the study, and the identity of the researchers No attempt was made to gather data about the private life of the participants rather than their perceptions about the classroom model The researchers also assured that their final test results would not in any way be affected by their participation or non- participation in the study Furthermore, the questionnaire data and test results will be kept
44 for at least 4 years to ensure the honesty of the data collection process as well as to avoid data distortion Finally, attention was paid to personal preferences in order not to cause any loss of self-esteem For instance, if any student did not agree to join in the study, they were allowed to join the control class to study in the traditional environment with the approvals of both instructors.
Methodological limitations
The methodological limitations in this section might give a better understanding of the findings as well as the context in which the data were collected The first limitation was the time constraints when the experimental process could not be extended beyond nine weeks due to the school curriculum policy Such time limit might affect the findings regarding learners‟ competences Therefore, it might be useful in the future to extend the study over a period of two or three semesters so that more valid findings can be obtained Second, due to the limited personal finance and convenience, the sample were recruited at the Faculty of Foreign Languages of Banking University of Ho Chi Minh City, Vietnam, which can reduce the generalisability of the findings Besides, if the study could be financially supported by donor agencies or research organisations, it would be conducted in some other institutions to expand the geographical scope of the study and increase the generalisability Third, opinions about the flipped environment in which the learners were subjected to might be influenced by the degree of their preferences to the subject, their career orientation, their overall performance in class, and their relationship with the instructor during the intervention Besides, the teaching style during the study period might influence the participants‟ responses In others words, the results of the participants‟ perceptions toward the flipped classroom model in the ESP course might be different if the participants were taught by different teachers.
Summary
This chapter has presented variables, hypothesis, research sampling, research procedures, instrumentation, data collection, and data analysis of the study It also
This study's methodology involved a questionnaire and pre-post-test analysis to assess the efficacy of an experimental ESP approach in improving academic performance Forty junior students from BUH's experimental ESP class participated, and the study examined the reliability, validity, ethical considerations, and methodological limitations of the approach The findings and results of this study will be presented and analyzed in the subsequent chapter.
4.1 Introduction
Students‟ academic performance
This subsection aims to explore the statistically significantly differences of the grades between the experimental class and control classes First, Table 4-1 illustrates an analysis of the pre-test results in the previous ESP1 exam
Table 4-1: Analysis of pre-test results (N2)
Results show that the significance level is 0.408 (p>0.05), indicating that there is no statistically significant difference between the experimental and control groups with regard to English proficiency Both the Minimum and Maximum scores of the classes are quite similar However, it should be noted that the Mean score of the experimental group (8.1375) is slightly higher compared to those of the control classes (8.0325, 8.0744, and 7.9256)
After the treatment process lasted for nine weeks, an end-of-course ESP2 exam was administered to the students in four groups Appendix 2 provides the raw scores of two classes in the final exam In the experimental class, 16 students got High Distinction mark (9.0 or above), the highest score is 9.8 while two students got the lowest score of 7.0 Likewise, in the control class 1, five students got High Distinction mark, one student obtained the highest score of 9.5, one student got the lowest score of 4.6, and 6 students had the score from 7 to below In control class 2, two students got High Distinction mark with the highest score of 9.0, one student got the lowest score of 6.6, and 6 students had the score from 7 to below In control class 3, no student got High Distinction mark, the lowest score is 6.6 with one student, and eight students had the score from 7 to below Moreover, the students who got at least 8 marks (Distinction grades at this university) in the experimental class outnumbered those in the control classes, at 34 compared with 24, 18, and 13 respectively
Table 4-2 presents the descriptive statistics for various metrics, including mean, minimum (min), maximum (max), standard deviation (Std Deviation), error, and confidence interval The experimental group's scores ranged from 7.0 to 9.8, with a mean of 8.55 and a standard deviation of 0.78 The control classes exhibited similar distributions: Class 1 (n=40) had a score range of 4.6 to 9.5, a mean of 7.98, and a standard deviation of 0.96; Class 2 (n=43) had a score range of 6.6 to 9.0, a mean of 7.80, and a standard deviation of 0.59; Class 3 (n=39) had a score range of 6.6 to 8.8, a mean of 7.66, and a standard deviation of 0.54 Notably, the experimental group consistently surpassed the control classes in terms of mean, min, max, and confidence interval, indicating superior performance on the final exam.
Table 4-2: Descriptive analysis of post-test results (n2)
To carry out the inferential statistics, the samples were checked for the underlying assumptions required for the choosing of an appropriate technique Table 4-3 below shows the Levene test of Homogeneity,
49 indicating that the assumptions were met since the p-value (0.02) is more than 0.05 It means that there were no outliers, the data followed a normal distribution (the empirical rule), and within-group variance was equivalent across the classes
Table 4-3: The Homogeneity tests results (n2)
A one-way ANOVA was also conducted to explore the differences between the grades of the experimental class compared with the control classes and Table 4-4 below shows the detailed data The result indicated that there was a statistically significant difference between the classes, F 12.683, Sig./p-value = 0.000 < 05
Table 4-4: One-way ANOVA analysis of post-test results (n2)
Since the p-value is 0.000, a Multiple Comparison was investigated to provide further insight into this issue Table 4-5 displays in detail the statistically significant difference between the grades of the experimental class and each individual control class It can be clearly seen that the p-value in each case is quite similar, confirming the reliability of the technique and the effectiveness of this suggested model
The Mean plot in Figure 4-1 reveals significant differences among the four classes Notably, the experimental class has a higher grade mean compared to the controlled classes, indicating a positive impact of the experimental intervention.
Students‟ perceptions towards the suggested model
Table 4-6 provides the results taken from the questionnaires It can be seen that the Mean scores clusters above 4.0, indicating that on the whole the students found the eight steps of the model useful
Students highly valued the video lectures, evidenced by their exceptional mean score of 4.23 They found these lectures particularly beneficial for: preparing for lessons (34 responses), learning new vocabulary (31 responses), and reviewing grammar structures (35 responses).
Table 4-7 below displays what benefits learners could achieve from Portfolio and Preparatory tasks, and Group Discussion Results showed that all Mean scores are above 4.0, inferring that most students thought these activities were effective in enhancing their English skills capability
Table 4-7: Benefits of Out-of-class activities (n@)
Benefits of Portfolio and Preparatory tasks Mean S.D
Learners can understand the lessons systematically 4.18 0.59
Learners can check their understanding and test their skills 4.2 0.464
Learners can revise for the practice and exams 4.425 0.549
Benefits of the Group Discussion
Learners can do the exercises more effectively 4.23 0.58 Learners can discuss and practice outside the classroom 4.03 0.66
Learners can sharpen their skills with challenging tasks 4.05 0.68
Engagement step received the highest Mean score of 4.35, confirming the value of brain-based teaching towards the learning process as it could stimulate and motivate learners for the new lessons Moreover, Question 9 revealed that participants learned many aspects from this step as can be seen in Figure 4-2
Figure 4-2: Benefits of the Engagement (n@)
The “Framing” was also rated as a useful activity (4.05) Question 10 clarified this by showing that this step helped learners improve their English in three ways: practice the lessons in contexts (87.5%), link vocabulary and grammar together for better understanding (92.5%), and understand the lesson contents better (80.0%), as can be seen in Table 4-8
Table 4-8: Roles of the Framing step (n@)
Practice the lessons in contexts 33/40 82.5%
Link vocabulary and grammar together for better understanding 35/40 87.5%
Understand the lesson contents better 32/40 80.0%
The Acquisition and Elaboration steps also received the high rating with regard to their usefulness level (MAcquisition=4.03; MElaboration= 4.05) It is worth noting that their Standard deviations were quite small (S.D Acquisition 0.48, S.D.Elaboration=0.5), revealing the homogeneity of the answers to this issue Figure 4-3 and 4-4 illustrate the benefits of the Acquisition and Elaboration to the learners‟ performance
36/40 35/40 38/40 check understanding of video contents recall and consolidate prior knowledge warm up for the new lesson
Figure 4-3: Benefits of the Acquisition (n@)
Figure 4-4: Benefits of Elaboration stage (n@)
Finally, the “Memory Strengthening” was the second favoured element with the Mean score is 4.33 and the Standard deviation is 0.62 Responses to Question 13 (Do you think that the Memory Strengthening can help you …?) verified its effectiveness by showing that this component was a useful step to summarise the lessons for deeper memorizing (31/40), enabled learners to practice and get used to the time pressure for testing (34/40), and allowed learners to self-assess their understanding from the lessons (35/40)
In terms of satisfaction with their progress, Table 4-9 indicates that the students were generally confident with the lesson contents taught in the course with the mean scores above 3.5 and the mode of 4 More importantly,
Practice the language in communication
Deepen learners' understanding with challenging tasks
Become more proficient in using vocabulary and grammar
Learn from strengths and weaknesses of friends Understand the lessons better
55 they also felt a remarkable improvement in their English ability and attitudes
Table 4-9: Students’ satisfaction with their progress (n@)
Students' satisfaction with their improvement in vocabulary 4.15 4 0.4
Students' satisfaction with their improvement in grammar 4.13 4 0.52
Students' satisfaction with their practice in the class 4.2 4 0.65
Students' satisfaction with their improvement in other skills 4.2 4 0.65
Students' satisfaction with their improvement in specialized knowledge 4.03 4 0.423
Students' satisfaction with their understanding of the lessons 4.15 4 0.58
Students' satisfaction with their remembering of the lessons 3.95 4 0.5
Students' satisfaction with their participation and engagement 4.13 4 0.65
Students' satisfaction with their cooperative and attentive level 4.13 4 0.56
In short, the findings of this study clearly showed that students in the experimental class significantly outperformed those who received the traditional instructions In addition, students‟ perceptions towards this suggested model were mostly encouraging and promising
The final part of the questionnaire displayed some suggested modifications for this flipped classroom model For question 27 (What part of the course made you dissatisfied? Why?), six students expressed that this
56 flipped class sometimes posed some dissatisfactions as can be found in the following excerpts:
My friends did not cooperate well
There was too much homework to do
I don‟t like to work with my team members They are not cooperative
I am an introvert person Sometimes I found it hard to get used to the new teaching style
I don‟t like working much with computer I think people nowadays rely too much on computer
My friends did not want to use English to practice outside the classroom They loved to speak Vietnamese and talked about private life so sometimes it‟s a waste of time
Three students in question 28 (If you could change or add anything to this course, what would your change be?) provided some intriguing suggestions for an improvement of the suggested flipped model, which in turn could be used for further research study These suggestions included:
If there were an online competition in the Group Discussion, it would be great And the teacher should give some rewards or bonus to the students who contributed a lot to the Group Discussion
The teacher should allow us to make a video ourselves
Two conclusions could be drawn from the responses in this part On the one hand, some Vietnamese learners were still reluctant to some changes in their learning styles They preferred working individually or felt uneasy with technological use during the intervention Others loved to use Vietnamese language when working with their friends, which demotivated their teammates since this could not help them to improve their competency
On the other hand, some students were not pleased with the discooperating attitudes among their members both inside and outside the classrooms They
57 maintained that differences in learning styles and characteristics prevented them from finding the shared values to cooperate and reach the compromised decisions They added that they did not experience as much contributive support from their team mates as expected They also did not share the same voice in group- work assignments and task allocations, which resulted in the stressful feelings and ineffective interactions both inside and outside the classroom Consequently, all the students with negative feedback scored less than 7.5 in the final exam Such results, therefore, could be somehow attributed to the challenges and constraints leaners faced during the intervention, and a closer investigation of how and why these challenges influenced learners‟ behaviors as well as thinking would provide intriguing recommendations for a better improvement of the flipped classroom model in the Vietnamese educational setting.
Conclusion
In summary, this chapter provided the findings taken from two instruments to answer the research questions First, the pre/post-test analysis showed that there were significant differences between the performance of the students who underwent the flipped classroom model and those who received instruction based on traditional approach within the ESP module This proved that the flipped model with a well-designed framework could yield positive influences on learners‟ competency Second, the questionnaire survey demonstrated that learners haboured an increased interest and confidence in skills practice, implying that this approach was preferable than the traditional instructions The participants highly appreciated both in- class and out-of-class activities and commented these factors improved their attitudes and language ability significantly They also admitted that they became more active, well-prepared, and cooperative during the course Third, prominent challenges faced by the Vietnamese learners during the intervention included (1) the unharmonious peer‟s support within some
58 groups derived from conflicts in characteristics and thinking, and (2) and the uncompromised division of labour imposed by differences in learning styles and objectives All these challenges hindered the students to maximize their capability and positive attitudes; therefore, some recommendations have been made for a better implementation of the flipped classroom model
The next chapter will display discussions of the study
5.1 Introduction
The model enhanced learners‟ performance with improved grades
Findings of the test analysis showed significant differences between the performance of the subjects who studied with the suggested model in ESP class and those who received instructions based on traditional approach This outcome is quite consistent with the findings of Zhongwen Liu (2016), Bi Wen Lee (2017), and Haghighi (2013) Hence, the null hypostudy stating “There is no significant difference between experimental and control class‟ performance measured through the final exam scores” can be rejected Instead, the alternative hypostudy which states “There a significant difference between the performance of the experimental class (subjected to the suggested model) and that of the control class (subjected to traditional instructions) in an ESP course as measured through the final exam scores” is accepted
One explanation that could be attributed to this successful implementation is the combination of mediational flipped technology and in-class brain-based teaching In this study, the experimental class included face-to-face component of brain-based teaching for higher-order skill practice and technological-assisted component for out-of-class activities These two components aimed at facilitating the development of active learning and socio-constructivism, whereby learners had to watch video
Through a series of 60 lectures specifically tailored to course content, learners enhanced their understanding of ESP knowledge, sparked their interest, and deepened their comprehension through preparatory tasks and portfolio-building In-class sessions facilitated through Engagement and Framing steps connected past experiences with new concepts, while Acquisition allowed for group or pair work in demonstrating understanding Elaboration served as an assessment of critical thinking skills, gradually withdrawing instructor support Memory Strengthening provided an avenue for learners to synthesize knowledge, gain insights, and apply it independently The teacher's flexible roles supported learners' progress, fostering interaction and knowledge-sharing among peers Learners had multiple opportunities to interact, discuss issues, and share information The integration of brain-based teaching in in-class instructions promoted logical knowledge acquisition, exposing learners to various activities that developed both lower-order (exercises, Engagement) and higher-order (integrated skills practice, Memory Training, Elaboration) thinking skills.
61 instructors as a mentor to stimulate their thinking, guide their problem- solving skills, and provide encouragements (El-Banna, Whitlow, & McNelis, 2017; McLaughlin et al., 2016; Ozdamli & Gulsum, 2016) In short, this model was able to achieve the balance between knowledge delivery and learners‟ autonomy, focusing on developing students‟ critical thinking skills during class time while affording individual learning outside the boundary of physical classes Therefore, the model built upon a carefully-designed instructional framework (e.g technology-assisted language learning and brain-based teaching) could enrich the learning environment and bring about a significant improvement in the academic performance of learners‟ ESP proficiency.
The model facilitated learners‟ positive attitudes and confidence
The study found that the majority of respondents appreciated the opportunity to practice both inside and outside the classroom, and expressed an increased interest and confidence in ESP learning They highly acknowledged the opportunities to exchange ideas thanks to in-class and out-of-class activities, stating that these elements could improve their attitudes and confidence significantly Several explanations can be attributed to this result
First, the combination of out-of-class mediational technology and in- class brain-based teaching was well-structured and interconnected with the goal of fostering learners‟ autonomy and active learning styles In a general sense, active learning is a theory of designing instructional activities to help student involve in the meaningful learning process so that they can experience themselves, think about what they are doing and internalise them to solve required problems (Prince, 2004) In this model, various learning activities were used coherently to activate students‟ higher-order thinking skills such as group discussions, collaborative learning, debates, case
62 studies, and problem-based learning For instance, learners were required to acquire basic knowledge and certain linguistic elements at home (vocabulary and grammatical structures related to the thematic topics and subject matters) The instructor acknowledged that prior learning was necessary, thus enabling opportunity for students to explore the material and investigate the topics in depth, encouraging out-of-class internalization, reflection and self-study, all of which aimed to promote a deeper level of comprehension before class time During the face-to-face sessions, the Engagement step works as a revision to check learners‟ understanding of new words and grammar out of the context Afterwards, they applied the knowledge into course book practice with four skills to gain a deeper insight into how to use these linguistic elements in specialised context within the Framing step Later, the Acquisition required them to work together to solve real-life practice Then, they used these knowledge to evaluate their peer‟s papers critically Finally, they worked on their own assignments in the Memory strengthening to test their capability and knowledge individually based on what they had learnt It means that students had inputs and consolidations both inside and outside the classroom for their gradual development of English proficiency All these elements are interconnected so that learners could have more time to interact and practice under the teacher‟s guidance Students could take the leading role with the help of teachers to exert their engagement and autonomy effectively to discover, analyze and solve problems, thus acquiring necessary knowledge and experience In short, students‟ engagement, independence and enthusiasm was facilitated while their dependence and passive attitudes was proportionally reduced in this flipped classroom
Second, the prior-class preparations provided practical opportunities for students to enhance their responsibility and learning habits In a clearer sense, these activities aimed to provide necessary ESP knowledge
To facilitate flipped classroom success, instructors provide specialized knowledge and guide students in problem-solving, utilizing existing knowledge, and employing electronic tools independently for preparatory tasks This individual accountability drives students to engage in critical thinking, adhere to class guidelines, and complete required assignments The team-based format and Group Forum support collaborative learning and contribute to a significant portion of the grade, fostering individual responsibility By overcoming passive learning habits and embracing autonomous preparation, students assume control over their progress, enhancing the effectiveness of the flipped classroom model.
Third, the in-class instructions adopting brain-based teaching geared towards deeper conceptual understanding, procedural fluency, and collaborative activities for building of higher-order thinking skills As such, it could create a more active and social-constructivist atmosphere to help learners engage in their learning process These activities aimed at consolidating and deepening the existing knowledge displayed in the video lectures so that learners could explicitly recall their prior knowledge and make connections for further ESP practice Both group work and individual work could develop higher thinking skills required in solving the problems as well as fostering a sense of community and cooperation among the class members Consequently, their confidence and engagement levels were greatly enhanced
In conclusion, this study indicated the relationship between the new teaching method and learners‟ academic performance, improved attitudes, confidence level and engagement Data revealed that when an implementation of this method was conducted systematically by combining technology-assisted language learning, brain-based teaching, and certain elements of educational theories (e.g socio-constructivism, active learning, individualised learning), there would be fruitful benefits Learners not only confronted fewer challenges during the implementation but they could also initiate independent learning as well as facilitate cooperation both inside and outside the classroom They were also encouraged to participate attentively in various collaborative and individual activities with the focus on the output production and individual performance Therefore, it could be stated that this paper offers a practical solution to the improvement of ESP training at the Vietnamese tertiary level with the aid of technology and student- centered methodology.
Conclusion
This chapter included two main sections: the effectiveness of the model towards learners‟ performance, and learners‟ perceptions towards the new teaching method The study found that the majority of respondents appreciated the opportunity to practice both inside and outside the classroom, and were aware that the other members in their group shared their goal of achieving good grades The respondents were positive towards the ability to exchange ideas together and they found assignments became less challenging when they were performed in groups Group work also made it easier for the students to understand the lessons better This finding clearly shows that the participants were highly competitive and driven to achieve good grades in their final exam The next chapter includes the conclusion, limitations and recommendations of this research
6.1 Research overview
Theoretical contributions of the study
The paper provided insightful contributions to the increasing interest in understanding the effectiveness of the technology-assisted language learning and brain-based teaching in ESP training and developing a conceptual model for implementing these methods in a specific context like Vietnam First, the major theoretical contribution of this study is the development of a novel model as proposed in Figure 1-1 This suggested model was validated based on the theoretical framework derived from literature and adapted from the study of Estes et al (2014) and Zhai et al (2017) (see Figure 3-1) As explored in Chapter 2, there is a lack of an
67 instructional framework to integrate critical-thinking activities into the teaching process and few attempts have been made to describe what techniques could be used to facilitate collaborative environment inside the classroom Therefore, this model is by far important as the academics‟ interest towards exploring detailed models for improving the teaching and learning process of ESP
The results also imply that instructions should take place both in and outside the classroom through a variety of mediums A mere implementation of online videos without taking the structured format of in- class activities into account might not bring fruitful benefits to the teaching and learning process Instead, in-class activities should be built upon a rigid well-informed pedagogical framework that is suitable and appropriate for each subject (in this context is brain-based teaching)(Njie-Carr et al., 2017) When activities are well-planned and implemented based on rigid theoretical and conceptual frameworks, both learning environments inside and outside the classroom could provide rich opportunities for students with different learning styles Therefore, a combination of partially flipped classroom and brain-based teaching could be an effective option.
Practical implications
This study contributes to practice by providing some invaluable suggestions for a better application of this suggested model First, the video lectures should not only contain professional knowledge but also add teacher‟s personal experience relevant to learners‟ needs and conditions Next, if online lectures created by native English speakers are used in an EFL/ESL setting, consideration should be taken to learners‟ level in a way that subtitles might be provided to low achievers Moreover, quizzes and preparatory exercises should also be embedded within the videos to motivate learners Fourth, educators should take differentiated and individualised learning as into serious consideration For low achievers and
68 struggling students, multiple explanations for the same materials from different sources should be offered Captioning or subtitling should also be provided if necessary On the contrary, good students require an expansion into the lessons; therefore, supplementary links and resources can be provided so that they could explore deeper into the subject matters In short, if instructors adopt contextually relevant and culturally appropriate elements in their lessons, then a flipped classroom and technology-assisted learning could work effectively and better academic performance could be obtained within the educational setting (Chang & Hwang, 2018)
Combining flipped learning and brain-based teaching proved effective in Vietnam's performance-based educational system This approach enhances learner engagement and skill mastery Empirical evidence supports the model's contribution to flipped learning theory and brain-based teaching Vietnamese instructors can implement the model for effective teaching in their contexts Moreover, curriculum designers and stakeholders can adopt it to meet digitalization demands and gain competitive advantages within Industry 4.0.
Limitations of the study
There are five limitations in this research study First, no test was conducted to select the samples due to the school policy and the sample size was too small to detect if there is a level of significance Second, because of budgetary and time constraints, the research was limited to a single unit of the entire ESP curriculum at Banking University It means the sample does
69 not represent the whole population of undergraduate students, thus limiting generalizability to other ESP programmes and levels in other settings Therefore, the data collected from this study may not also be applicable to different courses Thirdly, the teaching style of the researcher during the intervention might influence the participants‟ responses In other words, there is a possibility that the participants‟ perceptions toward the model might be different if the participants were taught by different instructors Fourthly, the tests in this institution are not high-stake ones, so some students may not have performed at their best Finally, results were limited to those students who received instructional guidance in the experimental classroom whereas responses from students in traditional classes could not be collected, and answers were limited to the honesty and willingness of each participant to share their own thoughts.
Recommendations for further study
The paper has some limitations and several recommendations could be made for future research First, this study is context-specific and involves a limited sample (N@) Thus, a thorough understanding of flipped learning and brain-based teaching in ESP training could be more beneficial from empirical research with larger population, bigger sample size or longer time frame Feedback can also be obtained from different teaching environments such as public and private universities Moreover, the impact of the model in ESP training might be different in other modules across this discipline Therefore, this paper suggests future research revise the effectiveness of flipped learning and brain-based teaching in various ESP courses with different teaching practices In addition, more research instruments such as observations, document analysis, and interviews could be exploited to investigate the actual in-class procedures, learners‟ real thinking as well as their gradual improvements through in-class assignments and formative assessments
Conclusion
This research was conducted to evaluate the effectiveness of the suggested model in an ESP course as well as to measure learners‟ attitudes towards the new teaching method The results supported the conceptual framework (see 1.7) and the suggested model (see 3.7.4) By evaluating its conceptual framework based on two research questions, this research achieved its objectives including identifying pedagogical practices to enhance learners‟ performance as well as attitudes, and contributing to theoretical research on how this model can be employed with a detailed instructional design A summary of this study was provided in this chapter to clarify how these objectives were achieved Theoretical and practical contributions were also given in this chapter Explaining these contributions highlighted the insightful outcomes of this paper in addressing the research gaps This chapter was concluded by explaining the limitations of the study and proposing further research
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CONSENT FORM TO PARTICIPATE IN THE STUDY
My name is Nguyen Ngọc Phuong Dung, a teacher of English at Banking University of Ho Chi Minh City I am conducting a research with the title: “ Incorporating Computer-assisted Language Learning
Partially Flipped learning and Brain-based Teaching into ESP training at BUH You are invited to participate in the research being conducted at
Faculty of Foreign Languages, Banking University of Ho Chi Minh City, Vietnam
The purpose of this study is to examine how learners’ ESP competence can be improved through the implementation of computer- assisted language learning It is hoped that effective class time will be exploited, more classroom interactions will be exploited and your academic performance in the final exam will be enhanced
If you volunteer to participate in this study, you will be required to do the following:
1 Log in the online platform, watch video lectures at home, join the Group Discussion and do exercises to prepare for the following lessons
2 Take notes and prepare portfolios because it will be marked and accounts for 20% of the course grades
3 Work in groups and in pairs to participate in-class activities The researcher will check your attendance record
4 Conduct the pre-test in the first week and post-test in the final exam to see whether your translation ability improves or not
5 Answer a questionnaire about your attitudes and opinions towards the teaching method in the final week
No risk will be involved in the study However, if you do not feel comfortable participating in the study, you may discontinue your participation
The research aims to help you learn better and improve your English skills in an interactive English language environment so that you can get a satisfactory final test result as well as obtain necessary skills for real-life working conditions in the future However, no incentives are offered
You will not receive any payment or other compensation for participation in this study There is also no cost to you for participation
Any information obtained in connection with this study will remain confidential In case there is a need for third party disclosure; this will be done only with your permission In the process of writing this research, your name will not be mentioned in any way The researcher, however, will use the information gathered from this study for the completion of this paper, for other publications or for further academic purposes
Your participation is voluntary; hence you have the choice to either be or not to be in this study If you do not want to take part in the study, you can still study in this class, or you can study in other traditional classes with the approval of both lecturers
