luận văn applying flipped approach in an english vietnamese translation classroom at ho chi minh city industry and trade college

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY NGUYEN THI PHUONG NGA APPLYING FLIPPED APPROACH IN ENGLISH TRANSLATION CLASSROOMS AT HO CHI MINH INDUSTRY A

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Problem statement

English major students at Ho Chi Minh Industry and Trading College (henceforth HITC) must take the English Language Translation Course as a compulsory subject As an important field, the Translation - Interpretation major is a challenge for both teachers and students

Students often encounter a lot of difficulties to deal with their translation skills because of their limited level of vocabulary, grammar and cultural knowledge. enough for their studies to gain more vocabulary and knowledge in order to fill the theoretical gap In the study of Pham Vu Phi Ho & Bui Thi Kieu Phu (2013), the most problems that happened to the students when they did translation related to word usages and grammar errors They revealed that senior students were not supported enough language proficiency and practical knowledge to undertake their translation course Lengthy and awkward expressions were by far the most frequent errors that committed by the students at the University of Languages and International Studies (Nguyen Thi Thu Hang & Trieu Thu Hang, 2015) The result of practical translation in the study of Nguyen Van Phuc & Truong Thi Ngoc Diep (2018) stated that the most problems that students faced in their translation study were vocabulary and grammar With respect to academic level, translation curriculum in the most English department does not have enough sufficient credit hours to cover translation content and fundamentals; therefore, sixty seven percent of graduates from eight English faculties in Ho Chi Minh City indicated that they was not provided enough sufficient practical skills in their translation programs (Nguyen Thi Nhu Ngoc, Nguyen Thi Kieu Thu, and Le Thi Ngoc Anh, 2016) Regarding instructional level, a number of Vietnamese translation teachers are still struggling with educational approach for enhancing learners’ autonomy because they still apply conventional methods as lecture-based formats, product-orientated exercises, and silence of practice which cause the obstacle for significant performance (Nguyen Quang Nhat, 2021) In order to improve the problems and to boost the translation ability in traditional classroom, the application of flipped approach in translation classroom seems promising to both teachers and students

English major students at Ho Chi Minh Industry and Trading College (henceforth HITC) must take the English Language Translation Course as a compulsory subject As an important field, the Translation - Interpretation major is a challenge for both teachers and students

Students often encounter a lot of difficulties to deal with their translation skills because of their limited level of vocabulary, grammar and cultural knowledge.

They do not know how to deal with unfamiliar words in the translation tasks Most of “ them are totally depended on dictionary to look up for difficult words instead of guessing the new words in the context They often translate the whole reading selection via Google translate tool As a result, they can understand the whole idea of the passage However, the problem of their limitation of vocabulary, grammar negatively affecting their translating capacity is clearly presented in their exam performance when using dictionary and Google translate is not permitted in the final examination Moreover, most of the EFL students in HITC have never learned the strategy of guessing meaning from context Secondly, the teachers’ ineffective methods cause obstacles for learners to memorize the translating techniques and limit their translating skills Consequently, when practicing translation in the class, the learners are not usually practiced to comprehend the texts by using appropriate learning strategies without using dictionary

The problems claimed by teachers from HITC are considerable Firstly, in a big-size class of approximately 60 students, teachers face difficulties from finding more time with individual students who may not find enough time to absorb fundamental theories before taking part in translating activities Secondly, the translation course is arranged for third year students, and students actively choose the suitable schedule for their convenience This leads to the unbalance level of students, it is hard to keep the class balanced from good students and average students by the same lessons because some lessons may be too easy or too difficult for the whole classroom If the lessons are too easy or too difficult, they will create boredom and distraction in the classroom

Finding out positive approach to widen and enhance learners’ translating skills is a great importance The call for the Translation training reform is obviously a big concern Therefore, an answer for the existing problem by creating more activity-based learning rather than information transfer during the direct class meetings can be supported by flipped approach This approach is hopefully to facilitate a greater collaborative, flexible, and active learning environment.

1.3 Aims and objectives of the study

Regarding the mentioned problems, the aims of the study were to investigate the flipped approach application on third year English major students in translation classroom and to establish a foundation for other studies for helping English teachers at colleges adjust their teaching methods to enhance students’ translation skills The objectives of this study were as the followings: e To explore how the use of flipped approach affects the translation skills of English - majored students at HITC e To discover students’ perceptions toward the flipped approach in translation classrooms

To achieve the aforementioned objectives, the following research questions were addressed:

1 How does the use of flipped approach affect English major students’ translation skills at HITC?

2 What are English major students’ perceptions toward the use of flipped approach in translation classrooms at HITC?

This research investigated the effect of flipped approach and the perceptions of third year English major students in translation classrooms at Ho Chi Minh Industry and Trade College Other issues relating to the translation course, such as academic and instructional level were beyond the scope of the study

Based on the aims of the study, 120 third year English major students of Foreign Language Division at HITC were invited to take part in the study This group was selected because English major students learn the first translation course in the first semester and the second translation course is arranged in the second semester of the third year academic according to the English Language curriculum of Foreign Language Faculty The study was conducted with students who passed the first translation course The research design of this study applied quantitative method to gather and analyze quantitative data from pre - test and post - test and a questionnaire

The study attempted to present an empirical evidence to support the theory related to flipped approach The aims of the current study were to discover the effect of flipped approach and to explore the perceptions of the third year English major students in flipped translation learning and teaching Significant findings of the study at both theoretical and practical levels are mainly expected

Theoretically, the study would partly contribute to the existing knowledge of flipped translation approach It could be a source of reference for other teachers of the same field of teaching and researching Besides, the findings of this study could be a suggestion to further research related to this area Teachers could get different perspectives regarding the advantages that the flipped translation approach offers compared to conventional translation teaching Furthermore, it could help teachers discover new areas of expertise which they could not discover by conventional means Finally, the findings of this study could also be a source of reference for graduate students preparing for their research work related to flipped approach

In the practical sense, one of the main purposes of this study was to find out the characteristics of this approach, how the flipped approach could affect the translation skills through flipped class, and how the language ability of these flipped students compares to their peers with students who did not use this flipped approach From the practical perspective, the findings of this study would be beneficial sources for the teachers and learners at HITC They would be proved to increase third year English students’ efficiency in translating language Interestingly, the study leaded to a genuine insight into the flipped translation methodology through the students’ perceptions that could be able to support the development of the flipped technique in general and the flipped translation classrooms in particular

To make this research easier to understand, the key terms would be explained as follows:

Flipped approach is considered as an innovative pedagogical method, in which the classroom activities and out of classroom assignments are reversed by

focusing on learner-centered model (Garrison & Vaughan, 2008) Flipped approach exploits technologies to deliver course contents outside of the classroom, while formal class time explores topics via meaningful opportunities for collaborative practices and real-life exercises In the current study, it refers to a specific guiding design for the implementation of flipped approach into a translation classroom with various group works and individual activities that are conducted in both out of-class and in-class sessions

Flipped translation classroom where flipped approach was employed to teach translation for third year English - majored students at HITC In this study, the researcher adopted the flipped translation classroom design of Lou et al., (2017)

EFL students were those who are studying English as Foreign language It referred to third year English - majored students at Ho Chi Minh City Industry and Trade College in the current study

Definition of key TEPIHDB:ssssaessxsesenssiskonidi toi SAEoLLELEAASSAEBDISSE93901491355018400049903/000 6 1,8 Organizations of the thesis cvcasvccssrerssnensersececntscnensnnniencenantenesiness saniiensansshuannses 7

To make this research easier to understand, the key terms would be explained as follows:

Flipped approach is considered as an innovative pedagogical method, in which the classroom activities and out of classroom assignments are reversed by

focusing on learner-centered model (Garrison & Vaughan, 2008) Flipped approach exploits technologies to deliver course contents outside of the classroom, while formal class time explores topics via meaningful opportunities for collaborative practices and real-life exercises In the current study, it refers to a specific guiding design for the implementation of flipped approach into a translation classroom with various group works and individual activities that are conducted in both out of-class and in-class sessions

Flipped translation classroom where flipped approach was employed to teach translation for third year English - majored students at HITC In this study, the researcher adopted the flipped translation classroom design of Lou et al., (2017)

EFL students were those who are studying English as Foreign language It referred to third year English - majored students at Ho Chi Minh City Industry and Trade College in the current study

Translation Skills are the skills of changing the words of one language into different languages by retaining the formal features, the message’s contents, and the information of the original text as much as possible In this study, Translation Skills referred to four basic skills that can enhance language proficiency of students as Reading Comprehension skill, Researching skill, Analytical Skill, Composing and Production skill

Perceptions refer to the ability of being aware of something through the senses In this current study, it referred to the beliefs about the benefits of flipped approach implementation as Motivation, Effectiveness, Engagement and Overall Satisfaction during the translation course

The thesis consisted of five chapters: Introduction, Literature Review, Methodology, Results and Discussion, Conclusion and Recommendations

Chapter 1, Introduction is a combination of the background of the study, the problem’s statement, the aims and objectives of the study are to explore how the use of flipped approached affects the translation skills and to explore students’ perceptions toward the flipped approach in translation classrooms of English - majored students at HITC, the research questions, the scope of the study, the significance of the study, the definitions of key terms such as “flipped classroom, EFL students, translation skill, perception” and the organization of the thesis

In Chapter 2, Literature Review introduces the theoretical background, empirical results of prior studies, conceptual framework which supports the theme of this study The chapter consists of five main parts The first part is related to the theoretical translation background including definitions, types, translation skills in the process of translation, translation as the fifth skill, teaching and learning translation, problems in teaching and learning translation The focus of the second part is flipped approach: definitions of flipped classroom, non-flipped classroom, the teachers’ role in flipped classroom, the students’ role in flipped classroom, flipped classroom’s benefits and challenges, the students’ perceptions in the process of flipped teaching and learning translation The third part is an overview of perceptions which toward the flipped approach in the study The fourth part is a collection of previous studies on flipped approach from the international and Vietnam context The chapter ends with the conceptual framework of the study and a summary of what has been presented

In Chapter 3, Methodology, the answers to the research questions are identified by the research design and research methodologies In addition, the research site is described to establish the context for the study After that, the sampling method with personal information about the chosen participants is presented Then, the research instruments to collect the data for the study are introduced Next, the processes of collecting and analyzing data from pretest, post — test and questionnaire are reported Finally, the reliability and validity as well as some related ethical issues to the research are mentioned

Chapter 4, Results and Discussions, the findings of the study relating to the information in the Literature Review are presented The similar or different results found in the research are analyzed to obtain deep insights into the aims of the study

In the final chapter, Conclusion and Recommendations, summarizes the main findings, implications, thesis’s limitations, and recommendations for future research directions.

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2.2.1 Flipped approach and the non - flipped classroom

We are in the century that technologies rapidly develop and affect all the fields, including education training Since the changes of technology and knowledge are quite fast, education also continues and keeps up with latest innovative learning approaches for its development To the fast speed of developments in technology, different learning demands come out and education conditions develop as well (Celen, Celik, & Seferoglu, 2011) A traditional structure should not be limited learning and transforming into modern structure by any qualified education systems with technological opportunities (Bas, 2010) Education training field takes out the new strategies’ existence due to the changing and transformation, a flipped classroom system is accepted as an active and popular based approach in education (Toto & Nguyen, 2009) There are various definitions which regard to the literature of flipped classroom Being expressed by Bishop and Verleger (2013), flipped approach is method of a student - centred teaching including of two parts with individual teaching lesson bases on computer and interactive learning activities during lessons According to Bergmann & Sams (2014) flipped classroom approach in a simple definition as “what is done at school done at home, homework done at home completed in classroom” The main idea with the flipped classroom is that the students come to class prepared because they watch online lectures that are pre-recorded, take notes about the sections that they may not comprehend and watch theoretical lesson via multiple equipment such as learning management systems, online and offline clips (Kim et al., 2014) This means that the roles of teacher and student are “flipped” and class time is spent to focus on solving problems because students are supposed to prepare by themselves at home Working with assignments according to the theme can help the students get started directly (Davies et al., 2013) The supporting activities before or after class time as finding answers together for the questions, discussing to find the solution for problems and making inferences by working in groups are the achievements that students collect during the course

There are four different elements existing in flipped approach In order to achieve the best benefits of this approach, teachers have to take these elements into consideration (Hamdan et al., 2013) An explanation of “Flip” is followed by the below abbreviation letters: e F (Flexible Environment): Flipped classrooms allow for a variety of learning modes; educators often physically rearrange their learning space to accommodate the lesson or unit, which might involve group work, independent study, research, performance, and evaluation They create Flexible Environments in which students choose when and where they learn

Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and how students are assessed Educators build appropriate assessments systems that objectively measure understanding in a way that is meaningful for students and the teacher e L (Learning Culture): Teachers are the source of knowledge in traditional teacher-centered approach by providing information to students, generally via direct instruction lecture It is the opposite in flipped classroom, the center of the approach is the students Students move from being the product of teaching to the center of learning, where they are actively involved in knowledge formation through opportunities to participate in and evaluate their learning in a manner that is personally meaningful Students can theoretically pace their learning by reviewing content outside the group learning space, and teachers can maximize the use of face-to-face classroom interactions to check for and ensure student understanding and synthesis of the material e I (Intentional Content): Flipped educators evaluate what content they need to teach directly, since lectures are an effective tool for teaching particular skills and concepts, and what materials students should be allowed to explore first on their own outside of the group learning space They continually think about how they can use the Flipped Learning model to help students gain conceptual understanding, as well as procedural fluency Educators use Intentional Content to maximize classroom time in order to adopt various methods of instruction such as active learning strategies, peer instruction, problem-based learning, or mastery or Socratic methods, depend on grade level and subject matter e P (Professional Educator): The responsibility of educators flipped approach are more important than ever, and often more demanding, than in a traditional one They must determine when and how to shift direct instruction from the group to the individual learning space, and how to maximize the face-to-face time between teachers and students During class time, educators continually observe their students, provide them with feedback relevant in the moment, and continuously assess their work Professional Educators are reflective in their practice, connect with each other to improve their trade, accept constructive criticism, and tolerate controlled classroom chaos

Defining the non-flipped classroom or the traditional classroom is not just an easy considering Bergmann & Sams (2014) state that the flipped classroom is not a completed concept, it would rather be “the Flip of mental” In contrast to the flipped classroom, the non-flipped classroom students are not required to be prepared in advance Students usually start to work directly with assignments after lectures In the traditional classroom, the lecture is given during class time, exercises are focused in the remaining time and the rest of the lesson is expected to complete at home as homework The main difference between the flipped and the non-flipped classroom is how the time is divided and where the focus of interest locates Although the content of the lesson is covered, the roles are flipped of what is done during class time and at home Case studies, lectures, team projects and so forth are the elements which are focused in traditional classroom teaching Face-to-face communications between the educator and student as well as the students themselves in groups are the major advantages of a traditional classroom A synchronous classroom is where the process of learning to be conducted, the students must attend at the same time in the same place to learn In this environment, team effort gain more effects than an individual learning because working with others can increase involvement in the act of learning As Chickering & Gamson (1991) imply that deeper understanding and critical thinking improvement could be happened when sharing one’s own ideas and responding to others' reactions in small classes

2.2.2 The role of teacher in flipped classroom

Students are exposed to content first in the traditional learning classroom They are given lectures or some other kinds of activity as materials that the teacher would like the students to participate Homework and exercises are forms of practice for the students after completing instruction However, teacher plays the most important factors in the flipped classroom that are presented as bellow:

Using suitable equipment that is for technological learning condition (Fulton, 2012)

Sharing prepared lecture videos as after- class or before - class activity (Bishop

Requiring students to read material before class for engaging with in-class learning activities (Strayer, 2012)

Facilitating students to achieve learning outcomes (Van Vliet, Winnips, & Brouwer, 2015)

Increasing participation of students to create interactive discussion conditions (Millard, 2012)

Guiding to make learning process easy by walking around the classroom to - help students instead of transferring knowledge directly Interacting one by one with students (Cohen & Brugar, 2013)

Using pedagogical strategies to provide feedback (Nolan & Washington, 2013) 2.2.3 The role of student in flipped classroom

Students usually attentively listen to instructions while they attend in traditional classrooms In general, the teacher prepares lectures or activities to present new material or concepts to the class After the teacher’s presentation, class time is used to practice exercises or arrange discussions Many times teacher will use some kinds of material such as hand out, worksheets relating to the curriculum that he or she presents in classes in order to practice skills and clarify concepts These activities are changed in flipped approach as bellow:

Taking responsibility for their outside and inside classroom learning

Watching online video lectures outside the classroom at any conveniences of place and time (Hamdan et al., 2013)

Devoting practical activities and exercise that are monitored in the classrooms (Bergmann & Sams, 2012, 2014)

Before coming to class, be prepared for assignments within due date (Davies et al., 2013) e Creating new cases in a relation of the topics proposed by the teacher (Andrade & Coutinho, 2016) e Interacting with teacher and classmate, receiving and giving feedback positively (Tucker, 2012)

2.2.4 The benefits of applying flipped approach

“Flip the Class” is a modern pedagogical paradigm of teaching and learning that is defined as “homework is done in the class, and classwork is completed at home” with the support of technology (Bergmann & Sams, 2012) Research evidences show that flipped approach modifies the way that knowledge being transferred with the following benefits:

2.2.4.1 Flipped approach narrows teacher-student relations

In the flipped classroom, the instructor’s facilitating role and students’ autonomy are shifted which contrast to the learners’ passivity and teacher’s authority in a traditional classroom (Mustafa et al., 2019) In this approach, students usually participate in groups to handle in-class assignments, to cooperate for accomplishing assigned tasks with each other outside class time, to reflect on the work, to be assisted by teacher, and to contribute feedback or recommendations about the new approach According to Steen-Utheim & Foldnes (2018), these activities can be considered as a collaborative image in flipped approach because their interactions through the closer relationship between teachers and learners could be better in inside and outside of their class

2.2.4.2 Flipped approach maximizes class time and learning effects

The flipped approach implementation firstly can develop learners’ academic skills and reduce time issue various ways Lo (2020) suggests that flipped approach allows effective use of class time if pre-class work is logically sequenced and the videos are engaging enough This means learners can practice their lower-level thinking skills in their own time and place while teacher’s support can sharpen higher-order cognitive skills in class (Lin, Hwang & Hsu, 2019) The empirical study of Doman and Webb (2015) believes that the necessary information for the class assessments will be fully analyzed and synthesized in the flipped approach Second, flipped classroom provides more opportunities to achieve expected learning outcomes For instance, a writing video lecture’s preview allows more time to prepare vocabulary, to collect vital knowledge, to brainstorm the ideas, and to enhance writing skills under the guidance of teacher for learners of an English class (Nguyen Quang Nhat et al., 2019) As a result, feeling of well-prepared and confident to join in classroom activities for deeper as well as practice further clarification of unclear contents is guaranteed

2.2.4.3 Flipped approach encourages self- study habit and engagement between classmates

Students in the flipped classrooms found that it was a way in which they had to study themselves positively, instead of being in classroom, students could study at any space and time without restriction, they had to watch the video lesson, search for necessary information, prepare for questions to ask or to be asked, and interact with group mates These learning activities could include reflecting and using information creatively (Tucker, 2012) According to Goodwin and Miller (2013), flipped students examine and think critically on the teaching materials by the use self-regulated learning, and then actively apply the learning experiences in cooperative learning environments As a result, the more information was actively engaged, the more content became meaningful, deepen course content and informational literacy skills could be possible for learners (Gilboy et al., 2015)

2.2.4.4 Flipped approach fosters stronger feedback cycle

Being supported by technology, an optimal language-learning environment is just another name for flipped instruction (Egbert et al., 2014) The existing literature on flip teaching describes the effects of flip teaching on assessment and feedback practices because there have been positive effects on the delivery of curriculum content and the student work milieu Results from a case study approach’s focus group interviews at Dalarna University in Sweden argued that flipped approach had a positive impact on student learning process, build more rooms for questions and supported stronger feedback cycle (Avic, 2016) Similarly, in the end-of-course surveys and formative assessments of a medical sciences module showed the teacher’s ability of increasing and varying testing formats through addressing the issues, suggestions, comments and explanations to enhance learners’ performance in the comparison with another lecture-based module (McLean, 2016) Therefore, in flipped methodology, learners have more opportunities to speak, to write, to give, and to receive more feedback from their instructors and peers

2.2.5 The challenges of applying flipped approach

The contradiction caused by habitual learning styles was the first considerable challenge For example, some of the students reported that they prefer to

“learn in class” because they were familiar with learning outside the class and some of the student participants hold the conventional view of learning, they were not familiar to the flipped classroom model (Snyder et al., 2014; Wang, 2016) There were several negative comments relating to online clips such as the least enjoyable and least effective classroom activity, the video stood out unhelpfully, and while watching the lesson videos, students could not raise their questions immediately (Kettle, 2013; DeSantis et al., 2015; Bhagat et al., 2016)

The second challenge was reported as time consuming, students do not like homework regardless of flipped model Clark (2015) suggested that teachers sometimes create too long instructional videos for students to focus in the flipped teaching model Therefore, creating meaningful minimum length videos to cover the lesson content was a key step because long video will become boring and passive for students (Wang, 2016)

The third challenge, the workload quantity also brought convinced challenges to learners because of keeping up with not only the class requirements but also maintaining the balance between the flipped course and other courses The mixed results of an undergraduate flipped Chinese history course by Zhao and Ho (2014) claimed that there were similarities between the students’ performance in the traditional class and those in the flipped class, the students reported that more work at home than in other courses brought them uninteresting

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A quantitative method design collecting quantitative data was employed in this 15-week study According to Proctor & Capaldi (2006), quantitative research is scientific investigation including both experiments and other systematic methods that emphasize control and quantified measures of performance The centers of quantitative research are measurement and statistics because they connect empirical observation and mathematical expressions of relations In quantitative data collection, we use an instrument to measure the variables in the study An instrument is a tool for measuring, observing, or documenting quantitative data It contains specific questions and response possibilities that we establish or develop in advance of the study Examples of instruments are survey questionnaires, standardized tests, and checklists that we might use to observe a student’s or teacher’s behaviors (Creswell, 2009) This study used pretest, post-test, and a questionnaire to compare two educational groups in terms of perceptions, beliefs, opinions, and practices

The research instruments helped the study to be considered as a quasi — experiment study According to Singh (2007), quasi-experiment is a type of quantitative research design which is conducted for explaining relationships and clarifying why certain events happen This design identifies the treatment group that is similar to the control group in terms of baseline characteristics to find the different outcomes after the programs have been implemented Hence, the programs can be said to cause any difference in outcomes between the two groups In a quasi - experimental design, each participant is not assigned randomly to control group or experimental group because the experimenter cannot create groups for the experiment There were two random groups in the study: control group and experimental group Control group do not receive the experimental treatment, whereas those of experimental group do (Creswell, 2009)

The target of this quasi - experimental research was to investigate an approach of teaching translation to determine its effect on an outcome The students in two translation classes were arranged into experimental group and control group -During fifteen weeks of conducting experiment, there was no change of instructor for two groups but different treatments were applied The experimental group was instructed flipped approach and assignment while the control group did not receive flipped approach instruction and weekly assignments

There were 7 topics relating to 7 popular different translation topics in the translation teaching procedure of the experimental group as Economics, Education, Transportation, Health, Culture, Career, and Technology For each topic, the instructor asked the students to be prepared before class The responsibility of learners in each group was to search the weekly specific assignment including unknown words and new grammar structures The assignment of the second week was about “Economics”, students searched on the internet to find any articles related to “Economics” Before coming to the class, the group completed translation their group’s article from English - Vietnamese and Vietnamese — English The assignment of the third week was “Education”, each group did the same guided activities After having done the last topic on the eighth week, the assignment was flipped, each group found Vietnamese articles related to the above specific topics, then translated into English The group leader was in charge to send completed group work to the researcher via Zalo, email 2 days before the next translation class so that the researcher could find if there were any assignments had the same contents This step was to restrict the same content of groups and to help students’ works be more

40 diverse They were encouraged to use bilingual and monolingual dictionaries for two purposes: to find the meanings of new words, noun phrases, pattern sentences and to enhance the researching skill, then translate their work into target language For example, in order to find the meaning of the word “economy”, students should discover more lexical items as verb, adjectives, adverb, and some of sentences in dictionary to understand about the usage of the word Finally, they exchanged their assignments and worked together to practice translation skills in the classroom

The control group had similar learning steps as listening to lectures, practice translation skills individual or in groups, questioning and discussing; however, the only difference was that instead of being instructed the flipped approach and weekly assignments, the control participants learnt and practiced by the same text book with the same topics and exercises in the classroom

3.3 The experimental teaching: Flipped approach in translation teaching and learning

In conducting the experimental teaching, the researcher designed the process of flipped translation classroom based on the study of Lou et al (2017), because the flipped translation instruction for experimental group did job in enhance students’ translation skills and positive motivation, effectiveness, engagement, and overall satisfaction in their learning experiences (Hsiu — Ting Hung, 2015; Hung & Peng, 2018) Basic Translation between English and Vietnamese (Truong Quang Phu, 2014) published by Thanh Nien Publisher was used as the text book to teach translation for students in control group and treatment group In the experiment, the treatment participants were instructed by the flipped classroom mode However, the control participants were instructed by the traditional translation model (i.e students listen to teachers’ translation instruction while teachers explain translation skills, practice translation individually, and review the lesson) The flipped translation classroom in this study was separated into three stages with the activities of instructor and students The first stage was pre-flipped translation classroom; the second stage was in-flipped translation classroom; and the third stage was post-flipped translation classroom

In the first stage, the pre-flipped translation classroom, the translation instructor analyzed and designed translation teaching with video production and prepared in-class teaching During the first part, after selecting the translation teaching content, the instructor produced a short translation teaching content video in

20 - 30 minutes which is directed with translation theory according to the translation teaching curriculum Then the researcher uploaded the video on the Zalo group of experimental group 3 days before the next translation class The students’ activities included translation learning tasks comprehension, watching translation teaching, completing translation learning tasks, summarizing translation learning through watching translation teaching video and self-testing the translation knowledge before class Each group was assigned to prepare a specific topic passage which must be translated from English to Vietnamese or Vietnamese English 2 day before the next translation class The students communicated with the instructor about translation learning via the Zalo application

In the second stage, in-flipped translation classroom, the instructor created the translation teaching and learning environment, organized and guided the whole class to learn through independent or collaborative study, accomplishment interchange and reports The instructor organized 4 students in a group according to their own choices and guided each group by cooperative activities such as practicing, discussing or solving translation problem Then the representative of each group reported the group’s translation learning achievement by an assignment of translation which designed by the researcher Inside the flipped translation classroom, the instructor organized and guided the students’ translation learning activities as well as took part in discussions to support students’ translation learning

In the third stage, post- flipped translation classroom, the students wrote the summary of the learnt lesson which included the new vocabulary, grammar points, important notices and evaluated their translation learning in class, submitted them to the instructor; then received the comprehensive evaluation and feedback of the assignment, homework, and their contribution in the process of translation learning The flipped translation classroom is illustrated below:

Download & watch video Prepare tasks

Cooperative learning Discussion Presentation Feed back

Figure 3.1: Process and Structure of the Flipped Translation Classroom

The study was scheduled to be conducted in the second semester of the year 2020- 2021 Ho Chi Minh City Industry and Trade College

Ho Chi Minh City Industry and Trade College was built in 1976 Most of the students come from the countryside where English is not paid attentions in the process of 12 years learning Year 2015 was the establishment of Business English Course by the Faculty of Foreign Language Approximately, the Faculty of Foreign Language enrolls 400 new students each year and each class has 50 students However, the list of students can be up to 60, it depends on the needs of the students The English-majored students study the course of Written Translation 1 and 2 in their third academic year

The Written Translation Course specialization enables students to read literature written in the source language The target language can be reached by understanding and translating through suitable vocabulary and grammar rules The faculty translation training curriculum has been planned to train students with theoretical knowledge and pragmatic skills to translate various texts in bilingual languages The Translation Course curriculum is arranged in the third academic year, the time when students have received enough language skill training and ready to focus on their major and concern to build a foundation for a successful career as a translator

Vietnamese lecturers run the 45 period - translation class in 15 weeks During the course, there are mid-term test and final test for learners At the end of the course, students have an individual writing examination that they translate the exam in both English to Vietnamese and Vietnamese to English within 90 minutes In the Flipped translation classroom, the pre - test was considered as mid - term test and final test was replaced by post- test

There were 120 third year English-majored learners in English Linguistics in the study, and all of them were involved in the study They did a personal survey according to five criteria: gender, age, hometown, years of learning English, and time on practicing English translation skills Their demographic information is presented in the table 3.1 below:

Table 3.1 General information of participants

5 Time spent on 30 minutes 20 16.7 practicing English 45 minutes 46 38.2 translation skills per 60 minutes 51 42.3 day More than 60 minutes 3 2.5

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There were 120 third year English-majored learners in English Linguistics in the study, and all of them were involved in the study They did a personal survey according to five criteria: gender, age, hometown, years of learning English, and time on practicing English translation skills Their demographic information is presented in the table 3.1 below:

Table 3.1 General information of participants

5 Time spent on 30 minutes 20 16.7 practicing English 45 minutes 46 38.2 translation skills per 60 minutes 51 42.3 day More than 60 minutes 3 2.5

Note: F: frequency; “%: Percent From Table 3.1, the total number of participant was 120 students from two translation classes: there were 26 male students who took part in this study, accounting for 21.6%, whereas the number of female students expresses 78.4% with

94 participants Regard to dominant age range of the participants, the number of the participants whose age range under 21 years old is as twice as that of those from 21to

23 years old (28.3%) makes up more than 60% (63.4%), the number of the participants whose age range over 23 years old was 10, accounting for 8.3% Nearly three fourth of the participants come from other provinces along Vietnam which gain 71.6 with 86 participants while the number of participants whose hometowns are in

Ho Chi Minh City occupies more than one fourth (28.3% with 34 students) The participants have been learning English for different periods of time There were no students who had five -year experience in learning English, 36 students (29.9%) had about 6 to 10 year experience in learning English, 84 participants have been learning English for over 10 years, occupying 69.1% Regarding practicing English translation skills, the number of participants who spent 30 minutes, 45 minutes and

60 minutes on practicing English translation skills is 20, 46 and 51 students, which expressed 16.7%, 28.2% and 42.3% respectively Only 3 participants spent more than 60 minutes other time on their practicing English translation skills, make up to 2.5%

The selection of 120 participants was based on who has vital knowledge or information related to the study’s purpose (Lodico et al., 2010) Due to the entrance exam results of the participants whose ages are from 20 to 23 were considered to possess similar level of English proficiency This study was a quasi-experimental design because the sampling was not randomized and used non-equivalent groups The Written Translation classes were arranged by the school and not randomized as a means of convenience sampling Students at HITC had the opportunity to select classes based on availability, activity schedule, and other personal decisions Students wishing to be in a specific class at a specific time could be granted permission to change into their desired class The difference in time would not allow the researcher to control factors for making the groups equal for sampling (Kenna, 2014) The classes were run at two different days of the week Therefore, the participants from the two translation classes were assigned into two groups, one group was run by traditional method and the other was run by flipped method The experimental group included 60 members The control group included 60 members They learnt second module of translation after the first semester of the academic year

2020 - 2021 The reasons for choosing participants for experimental group were: e After being assigned teaching translation 2 to the same classes, the researcher compared the performance of the last translation final examination of two classes She found that there were 12 students whose score was under the average of 5.0 in the total of 60 students in the first class while nearly a half of students in the second class e Half of the students in the second class were uninterested in the translation lessons, they rarely volunteered for raising questions, answering, and contributing to group work However, they still passed the translation course because they collected high scores from attendance, group assignments, and supporting marks from an English club organized twice a month by the Foreign Language Faculty

Therefore, the students in the second class were chosen to be in experimental group in this research Hence, the researcher hoped to explore whether applying flipped approach could be helpful in improving their translating ability and what attitudes towards this approach they might have

For collecting data and answering two research questions, the pre- test on translation skills before the experiment, the post-test about the translation skills after the experiment and the questionnaire describing the students’ perceptions in the flipped translation classroom were employed in the study

According to Singh (2007), pretest is seen as a necessary step in survey research because it is helpful in removing ambiguities and other sources of bias and errors, and critical for identifying questionnaire problems In the study, the objective of the pretest was to explore the participants’ ability of understanding the vocabulary, grammar, translation styles and strategies before the experiment The content of pretest focuses on the topic of Education, Economic, Transportation, Health, Culture, Career, Technology, etc

The pretest included 2 parts: Part A “English - Vietnamese”, Part B

“Vietnamese - English” Each part had 2 similar sections, the first section of part A and B was translating 10 sentences with 3 marks The design of section | focused on basic grammar such as tenses and the agreement of subject and verb In the section, there were 3 sentences with the advance vocabulary and grammar, the rest sentences quite simple with basic vocabulary and verb tenses The second section of part A and

B was translating a 100-120 word passage that equal to 8 simple sentences with 2 marks These passage related to practical topics, vocabulary and grammar structure were not the main points to mark but the meaning from the source passage to target passage because each sentence in the source passage relates to each other about the content and meaning After marking each sentence, the whole target passage was considered if the meaning was close to the source passage to add more points There was different marking for both sections because part 1 was longer in length, more quantity of sentences, and different topics than part 2

Test development uses testing and assessment to investigate the construct of "translation skill" and the potential use of rubrics to measure this construct To lays out the specific expectations for an assignment, rubric is considered as a suitable scoring tool that provides detailed descriptions for acceptable and unacceptable levels of performances (Steven & Levi, 2004) According to Fulcher (2003), rubric can capture and measure the skill, knowledge, or behavior The rubrics usage can assess the individuals’ translation skill in translation progress in the hope of contributing to relevant, valid and meaningful translation assessment (Angelelli & Jacobson, 2009)

In this pretest, the researcher adopted the Instrument Rubrics of Translation Accuracy from Nababan et al (2012) as below:

Table 3.2 Rubrics on marking translation pretest and post-test (Nababan et al., 2012)

Categories Description for scoring a sentence in each part Score

Accurate Translation in the target language makes sense and has correct English word order, use, correct spelling, punctuation, grammar Translation is neat, clear and easy

0.3(sentence in part 1) 0.25(sentence to read in part 2)

Less Translation sometimes makes sense and sometimes has | 0.2(sentence accurate | correct English word order, use, spelling, punctuation, | in part 1) grammar in the target language Translation is sometimes | 0.15(sentence easy to read in part 2)

Inaccurate | Translation in the target language rarely makes sense and | 0.1(sentence rarely has correct English word order, use, correct | in part 1) spelling, punctuation, grammar Translation is difficult to|0 (sentence read, scribbled on and cross out in part 2)

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The researcher did the following process to collect data from the instruments First of all, a plan was listed before conducting the data collection

A pretest was carried out at the first period before starting the main experiment The pretest was checked by the supervisor of Foreign Language Faculty to ensure that it has the same starting point of English proficiency before being piloted in each group of 60 participants for checking their translating skills The participants had 90 minutes to do the pretest After finishing the pretest, the participants in the classes joined in two groups, a group of experiment and a group of control From second to thirteenth week, the instructor instructed the translating module for two groups, the experimental group was instructed with the flipped classroom approach while the control group was taught by traditional approach When the translation module ends, the post-test was done by both groups to seek out whether there were differences between the groups

The researcher found English major students to take part in the survey and designed the completed questionnaires Then the students in the experiment group received online questionnaires on www.liveworksheet.com It was not necessary to translate the questionnaire into Vietnamese because participants were English major students, so they had ability to take the English questionnaires SPSS software was applied to analyze the data from the questionnaires

The data collection procedures were displayed in the table below:

Week 1 - English Translation Pretest - 2 groups

Week 2-13 | - Instruct the module of English translation with | -Experimental flipped approach (Lou et al., 2017) group + Basic Translation between English and

Vietnamese (Duong Quang Phu) published by Thanh Nien Publisher was used as the text book

+ Researcher recorded the lessons by Zoom then uploaded on Zalo group before 3 days of class

+ Each group prepared assignment with the specific topic (Economic,Education,Health ), found the articles then translated into Vietnamese or English

- Instructed the module of English translation - Control Group + Flipped approach was not applied

+ Basic Translation between English and Vietnamese (Duong Quang Phu) published by Thanh Nien Publisher was used as the text book

+ Researcher prepared the lessons, activities, homework

+ Practiced exercises and discussed in classrooms

Week 14 | - English Translation Post-test - 2 groups

Week 15 | - Questionnaire on participants’ perceptions -Experimental

- The data was collected and analyzed group

Singh (2007) states that the researchers need to analyze data by using appropriate statistical techniques to transfer from data to information and the kinds of data gathered must be analyzed by the appropriate data analysis (Cohen, Manion & Morrison, 2007) Researchers can increase a better overall understanding of the data set because descriptive statistics provides a simple overview of the data (Mackey & Gass, 2005) The data of the questionnaire and the both tests were analyzed by Descriptive Statistics to examine the translation ability before and after the treatment

First, the data from all tests and questionnaire were analyzed by Statistical Package for the Social Sciences (SPSS, version 20.0) Descriptive Statistics were used for examining learners’ skills in translation before and after the treatment from the data of pre-test and post-test The Independent samples t-test was used to compare mean scores and deviation of two groups in pre-test and post-test at the same time According to Fraenkel et al (2012), “T- test is a significant parametric test used to determine whether there is a statistically significant difference between the means of two independent samples” Next, to compare the mean scores before and after treatment within each group, Descriptive Statistics and Pair samples t-test were used to analyze the data

Second, data from the questionnaire was computed by Cronbach’s Alpha in SPSS to check for reliability A Cronbach’s Alpha that is better than 0.62 showed an acceptable internal consistency level for a short research survey (Fraenkel et al., 2012)

The term reliability refers to the consistency of scores or answers provided by an instrument (Fraenkel et al., 2012) Creswell (2009) points out that, using two instruments such as pre -test and post-test with the same variables, content, difficulty and relating the scores for the same groups of individuals can form reliability In this study, the researcher used a variety of data collection to explore the effects of flipped classroom on EFL learners’ translation skills by pre-test and post-tests of translation which were in the same format, content and marking scale

To insure the validity of the design and results from the translation tests, the researcher invited two female colleagues who hold Master of Art in English and began to teach at the Foreign Language Faculty of HITC in 2005 The first Business English course in HITC was established in 2015, so the two female colleagues have been teaching translation for more than five years since 2015 Their opinions on the design of both tests and marking system were carefully taken into consideration They would help the researcher to mark the different parts of post- test which were based on marking scale from final examinations of Foreign Language Faculty

The Dean of English Faculty at HITC accepted the researcher to conduct the study and she also helped to verify the questionnaire’s content First of all, all the experimental students were informed of the purpose of the study, what they were expected to do, and their personal information would be kept confidential After that, the students were instructed to how to fill in the questionnaire on www.liveworksheet.com More worthily, the collected data were analyzed by SPSS software to understand participants’ perceptions toward their learning experience in the flipped approach Cronbach's Alpha in SPSS was a good recommendation to prove reliability

The second part of the questionnaire regarded to learners’ perception towards the effects of applying flipped approach on their translating skills The reliability result, which was quantitatively calculated by SPSS was presented in Table 3.4

Table 3.4 Cronbach’s Alpha of the questionnaire ẢRGEDIE Cronbach's Nof

Total statistics for the whole questionnaire 95 20

The reliability coefficients for four constructs of flipped translation questionnaire respectively were 0.93 (motivation), 0.89 (effectiveness), 0.82 (engagement), and 0.88 (satisfaction) According to Hair et al (2010), measure of reliability with from 0.6—0.7 deems the lower limit of acceptability, from 0.71 to 0.87 are all reasonably acceptable The Cronbach’s Alpha value of the entire questionnaire (0.95) has shown that the reliability of questionnaire was enough for collecting and analyzing data

The title and research methods of this study were allowed to conduct by the board of examiners from Faculty of English Language Graduate Section in HUTECH University and the permission from the Dean of Foreign Language Faculty in HITC to apply flipped approach in two Vietnam — English translation classes, the researcher began her experimental study at the first week of the semester First, she informed the experimental participants about the process of the flipped translation course and expressed her needs on the participants’ roles of flipped translation classroom Participants were noticed that all matters relating to confidentiality and privacy were strictly complied to safeguard their personal security, the participants’ names and responses were coded as numerical order

Second, the researcher also assured that the assessment results would not affected by non-participation in the study if they would not want to volunteer for data collection During fourteen weeks of the flipped process, both researcher and participants worked hard on the assignments and lessons The researcher arranged the flipped translation classroom as described in chapter 3, pretest, post-test were organized as scheduled

As regards the survey process, students received a clearly instruction that the time for questionnaire would be convenient for their association The data about the participants’ private lives in the questionnaire would not be gathered under any attempts More importantly, the students did the online survey after their final exam, so their responses were in no fear or danger that their grades would be affected In addition, participant could clarify or change any statements before proceeding data analysis

This chapter presented the research design, research site, flipped translation classroom, sample and sampling procedures, research instruments, data collection and analysis procedure, reliability and validity, and ethical issues The research instruments included: pre-test, post-test, and questionnaire to explore the effect of flipped approach to translation skills and students’ perceptions toward flipped approach In the next chapter, the data collected from pre-test, post-test, and questionnaire will be analyzed and discussed.

RESULTS AND DISCUSSIONS 5<<-c<<SSsSSSSesseesse 58

How the flipped approach affects English major students’ translation skill

4.2.1.1 The comparison of the mean scores of pretest between control group and experimental group

The scores of the pretest were analyzed by Descriptive Statistics and Independent Samples T-test to compare the mean difference and to prove the equality of the control group and the experimental group in their translation skills before the treatment The results were presented below:

Table 4.1 Descriptive Statistic of mean scores of control and experimental group in the pre-test

Groups N Min Max Mean _ Std Deviation t df£ Sig.(2-tailed)

Table 4.1 showed the total mean score of the control group (M=5.4083) and total mean score of the experimental group (M = 5.6183), these mean scores were just above the average 5.0 which indicated that the participants had an average ability in translation skills before the treatment Furthermore, the mean difference between two groups was very low (MD= 21000) It expressed that translation skills of two groups were the same initial level The results in the Independent Sample t-test signified that the Levene’s Test for Equality of Variances is non-significant The Sig (2-tailed) value as 312 was higher than 05 It confirmed the equality of the two groups in translation skills before the treatment

4.2.1.2 The comparison of the mean scores of post-test between control group and experimental group

Table 4.2 Descriptive Statistics of mean scores of the control and experimental group in the post-test

Groups N Min Max Mean Std Deviation t df Sig.(2-tailed)

Table 4.2 showed that the total mean score of the translation test of the experimental group (M=7.8217) was very much greater than that control group (M

=5.7767) with the mean difference between two groups after the treatment, (MD=2.04500) Besides, an Independent Samples T-test was also conducted to evaluate whether there is a significant difference between two groups in translation test after the treatment The results also signified that the Levene’s Test for Equality of Variances is statistically significant The Sig (2-tailed) value is 000 indicating that the participants’ skills of translation between two groups were significantly different after treatment: the translation skill of the experimental group was better than the control group

4.2.1.3 The comparison between the results of pre-test and post-test within each group

To compare the mean scores of the participants’ translation skills within the control group and the experimental group before and after the treatment, the Descriptive Statistics and Paired-Samples T-test were run to gain the participants’ performance The results were reported as follows:

Table 4.3 Mean scores Descriptive Statistics of the within the control participants and experimental participants before and after the treatment

Mean | Mean Std Std | 95% Confidence (2-tailed differenc | Deviatio | Error Interval of the )

Note: CP = control participants; TP = treatment participants

From these tests, it can be shown that after the treatment, translation skills of the control participants and the experimental participants increased from the pre-test to the post-test Concretely, for the control participants, the mean score creased from the pre-test (M = 5.4083) to the post-test (M= 5.7767) with the mean difference (MD = 36833) The Sig (2- tailed) value as 000 indicates a significant difference of the control participants before and after the treatment The mean score of experimental participants increased from the pre-test (M = 5.6183) to the post-test

(M= 7.8217) with the mean difference (MD = 2.20333) Moreover, the Sig (2-tailed) value as 000 expressed a significant difference of the experimental participants before and after the treatment

When considering the values of mean between the control participants and the experimental participants, the mean score of the experimental participants after

Learners’ perceptions toward flipped approach

60 third year English-majored learners took part in the questionnaire on Perceptions of Flipped Learning Experience In the questionnaire, the four main factors consisting of motivation, effectiveness, engagement, and satisfaction were analyzed by expressions from the questionnaire The four mentioned perceptions were listed as follow There were five questions relating to motivation (items 1, 2, 3,

4, 5) and 5 items (6, 7, 8, 9, 10) regarding effectiveness The next 5 questions concerning engagement were marked as items 11, 12, 13, 14, 15 The last 5 questions (16, 17, 18, 19, 20) regarding to satisfaction toward the flipped approach

The descriptive statistic results of the learners’ perceptions were displayed in Table 4.4 to show a general view of the perceptions that third year English majors at HITC perceived

Table 4.4: Statistics of Learner’s Perceptions

Themes Learners’ Perceptions M St Deviation (SD)

1 Participants’ perceptions toward ‘Wa; 0.66 motivation from flipped approach

2 Participants’ perception toward 3.68 0.57 effectiveness from flipped approach

3 Participants’ perceptions toward 3.76 0.61 engagement during flipped approach

4 Participant’s feeling of satisfaction 3.37 0.62 during performance in flipped approach

Note: M: mean; SD: Standard deviation

Table 4.4 showed the data about perceptions that English majors perceived

It could be seen that the mean was 3.77 and the standard deviation was 62 which was by far higher than scale 3 on the five-point scale of the questionnaire This result meant those students had relatively positive perceptions towards the flipped model Besides, it also revealed the information on the specific perception toward the flipped approach Among the elements, satisfaction seemed to be the most positive perception with the mean of 3.87 and standard deviation of 62, which meant that the participants were satisfied flipped approach Other categories were also perceived relatively positively, with mean scores were equally to each other, motivation (M 3.77; SD= 0.66) and engagement (M = 3.76; SD = 61) On the other hand, effectiveness tended to be the least positive to the students because its mean was 3.68 and its standard deviation was 57, which meant the students thought that flipped approach might not effective more than the other elements in their learning even M 3.68 was higher than the average score

Table 4.5 Descriptive statistics of participants’ perceptions toward motivation from the flipped instruction

Participants’ perceptions toward motivation from N`

No flipped translation classroom M SD

1 I think a better way of learning can be the flipped TT, 595 classroom

I think the flipped classroom is a more effective and am ay efficient way to learn i i d bett

8 I think the flipped classroom guided me toward better T 88 understanding of the course topic

4 I feel more motivated in a flipped classroom 3.78 666

5 I think it is more enjoyable in the flipped approach 4.05 790

Note: M: mean; SD: Standard deviation

Table 4.5 illustrated the number of the participant’s motivation in learning and practicing translation in flipped approach It was apparent from this table that most of the students gained positive motivation because of flipped approach's effectiveness Items 5 “I think it is more enjoyable in the flipped classroom teaching approach.” received the highest mean (M = 4.05, SD = 790, expressed the degree of agreement In addition, the thought of “a better way of learning can be flipped classroom” item 1 and item 4 “feeling of more motivated in a flipped classroom” were also perceived positively, with mean score ranging from 3.72 to 3.78, while item 2 “I think the flipped classroom is a more effective and efficient way to learn.” was ranked last with a mean (M = 3.63, SD = 637) However, the whole mean of this table (M = 3.77, SD = 66) showed that the participants’ motivation in flipped classroom was positive

Table 4.6 Descriptive statistics of participants’ perceptions toward effectiveness from the flipped model instruction

Participants’ perceptions toward effectiveness from N`

I thought the effort and time spent in the flipped 95 ng classroom were meaningful

2 I became a more active learner in the flipped classroom 3.70 561

3 JI learned more and better in the flipped classroom 3.68 96

5 I often spent extra time trying to ime trying to obtain more information z2 ‘ao for new topics because I found them interesting

‘ I prefer the flipped classroom to a lecture- based 3 60 521 classroom

Note: M: mean; SD: Standard deviation

Table 4.6 demonstrated the data about effectiveness that English majors admitted when they participated in flipped approach An inspection of the data in the table clearly showed the effort and time they paid in the flipped classroom were meaningful (item 1: M=3.73; SD=.578) There were more than 65% of participants agreed with its concept, which was the highest number in the table The least positive perception relates to effectiveness was the items 5 (M=3.60; SD=0.527) 36.7% of participant decided that they did not prefer the flipped classroom to lecture-base The other statements also got a positively perceptions, more than 65% of participants agreed with the effectiveness of flipped classroom because the participants thought that they became active learners (item 2; M= 3.70; SD= 561), learnt more and better (item 3; M= 3.68; SD= 596), found interest in new topics, and spent more time to learn information in advance (item 4; M= 3.70; SD= 591)

Table 4.7 Descriptive statistics of participants’ perceptions toward engagement in the flipped model instruction

Participants’ perceptions toward engagement during N`

No the flipped translation classroom M SD

I devoted myself more to the instructional class activities

1 đai 673 in the flipped classroom

2 I kept my work to a maximum because I foun ; b I found the lessons 3.68 624 and class activities were very interesting

I spent more time finding out more about interesting

3 topics which can be discussed in different days of the 3.78 555 class

4 I worked hard at my studies because I found the material 3.80 '605 interesting and worth the effort

5 I tested myself on important topics until I completely 378 585 understood them

Note: M: mean; SD: Standard deviation

Table 4.7 gave the data on the engagement that the students presented in their flipped translation classroom What stood out in the table was the fact that more than 70% of participants worked hard at their studies because they found the material interesting and worth the effort (item 4: M=3.80; SD= 605), which was the highest number in the table Other statements that received positive perception in engagement such as spend more time to find out more interesting topics (item 3:M=3.78;SD=.555),self-testing on important topics before completed understanding

(tem 5; M= 3.78;SD= 585),and devote more in class activities (item 1;M= 3.77;SD=.673) Although item 2 (M=3.68; SD= 624) was in the end of the engagement list, 63% of participants agreed that the class activities and lessons were very interesting to keep their work to a maximum

Table 4.8: Satisfaction of participants during performance in classroom

Participant’s feeling of satisfaction during N`

No performance in flipped translation classroom M SD

I am satisfied with the content and topics of the learning

I am satisfied with the format and structure of the learning

5 I am satisfied with the integration of technology and 377 563 multimedia resources

I am satisfied with the control and freedom of choosing

4 3.93 710 what and how to learn

5 Iam happy and satisfied with this learning experience 4.18 725

Note: M: mean; SD: Standard deviation

It was notable from table 4.8 that most of the participants satisfied with the highest mean score of M = 3.87, SD=.62 in the flipped classroom instruction

Percentage analysis revealed that more than 70% of the participants agreed that the flipped model brought them satisfaction about learning Only one respondent opted for the “disagree” scale The item 5 (M= 4.18; SD=.725) perceived highest among the others, 85% of participants agreed that learning experience in the flipped classroom made them happy and satisfied The statement of being satisfied with the control and freedom of selecting what and how to learn also received high perception (item 4; M= 3.93;SD=.710) with 75% of participants’ agreement Item 2 and 3 were also perceived equally positively, with mean scores 3.77, more than 70% of participants agreed that they were satisfied with the learning materials’ structure and format, multimedia resources and integration of technology, only 1 participant was not satisfied with flipped approach (1.7%) The satisfaction of the topics and contents of the learning material was perceived least positive (item 1: M= 3.72; SD= 555) because 22 participants went on “neutral” on the scale However, this item was considered positive regarding to satisfaction perception

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The first purpose of this study is to examine if the flipped translation instruction can improve third year English major students’ translation skill presented in chapter two as Reading Comprehension, Researching Skills, Analytical Reasoning Skills, Composing and Production Skill This flipped translation classroom requires students to watch the translation teaching videos to complete their translation tasks before class to learn and to prepare for the knowledge of translation such as translation theories, translation topics, translation tasks In class, translation instructor organized or guided students to share what their experiences about translation lessons or to practice, to discuss, and to solve their translation questions in groups of classmates, also receive support from the classmates or instructor After class, they write lesson summary and evaluation about flipped translation periods then they received feedback on their preparation, engagement from instructor

Through the results in Table 4.2, we can see that after the different translation instruction methods, the post-test score of both control participants’ translation and treatment participants’ translation were improved However, the treatment participant’s translation scores (M= 7.82, SD= 914) were higher than the control participant’s (M=5.77; SD=1.153), expressing that the flipped classroom model can increase translation skills in general Most of the treatment participants gained higher scores in the post-test In details, there were 10 students whose score in the post-test was higher than the pre-test 2.0 scores and 14 students whose score gained 3.0 in the post-test compare to the pre-test The treatment participant got improvements in the usage of word forms, tenses, phases, and basic grammar structures in the post-test In the pretest, a number of students forgot to use appropriate tenses of verbs, plural nouns or singular nouns, relative clauses, they weren’t very clear and incorrect However, the students translated more carefully and paid more attentions to the agreement of nouns and verbs, verb tenses, correct spelling, punctuation and the knowledge of target language to produce a smoothly translation after treatment time We may agree that the flipped classroom model encouraged students learn knowledge by themselves and cooperated with other learners for possible benefits When students interacted with their teacher and whole classroom in class activities as individual activities or small group activities, they practice using language in a various contexts to develop different skills relating to their specific subjects (Applebee, 1993)

The results of two separate translation tests (pre and post-test) indicted that the achievement of participants on translation competence, and translation skills changed effectively, sapacially the treatment group with the flipped instruction This study’s result coincided with the previous research (Shu, 2015; Low et al., 2017; Hung & Peng, 2018) For example, the results in the studies of Shu (2015) and Hung

& Peng (2018) showed that the treatment students’ scores on translation competences were higher than those in the control class” (t=-2.68;p=0.005

(Shu,2015); t= -3.242,p=0.005 (Hung & Peng,2018)), and thanks to the flipped approach, the students’ translation competence had been improved Lou et al (2017) reviewed an experiment of flipped translation class among 124 first year non-English majors in China They confirmed the effectiveness of flipped approach on translation skills because their independent sample t-test showed a significant difference between the treatment and the control class (t=-2.262, p=.027) The treatment

Participants’ mean scores (M.468) also were higher than those of the control participants (M=9.936) In conclusion, improvement of participants’ translation skills in treatment groups displays the vital role of the flipped approach for treatment Participants’ translation learning.

Learners’ perceptions toward flipped translation classroom

4.3.2.1 Participant’s perceptions toward motivation in flipped translation classroom

The current research also aimed at investigating the students’ perceptions in flipped translation classroom With regard to the group of motivation from table 4.5, many students perceived that the flipped teaching approach and became more motivated in the flipped translation process They went on the statement that flipped classroom could be a greater way of studying because they could learn the lessons better, understand the course topics clearer through group activities as practicing, discussing, reviewing, and individual activities as watch online video lessons, find the information of assignment, do homework in pre — class or in-class stage of flipped approach with the help of instructor and peers The findings supported the ideas from a questionnaire of Hung & Peng (2018) who believe that the participants in treatment group seemed highly motivated and became autonomous in the active flipped studying In another study of Ling (2017), she revealed that her participants express an increase in their motivation, participation, and autonomy based on cooperative experiential learning in the flipped translation classroom

4.3.2.2 Participant’s perceptions toward effectiveness of flipped approach in translation classroom

A very fruitful finding of this flipped translation approach from table 4.6 was positive thought on the effectiveness of participants’ learning process According to Zhong (2008), effective learning happens when learners actively participate, internalize knowledge, be responsible for their study to achieve competence in the learning process In this study, the participants became more actively, they often spent time to obtain more information because they found most new topics interesting This is because they solved their translation assignment by team work In the group of four, they could discuss the problems, find solutions,

Teport their assignments to the group leader or ask for help from group members

There was not only a competition between members group but also the responsibility for group work Thanks to the effectiveness of flipped approach, many participants did not prefer a lecture- based classroom to the flipped classroom The findings on the effectiveness of this study matched the finding of Hung & Peng (2018), they reported that flipped classroom provides not only an interactive but also effective learning environment because the instructor engages students with practical theories and educates creatively in the subject matter Nguyen Quang Nhat (2021) rose the question “What do you think about the effectiveness of flipped classroom?”, most of the responses for the question from the students were highly positive, thanks to the amount of knowledge and skills they acquired and its engaging classroom atmosphere

4.3.2.3 Participant’s perceptions toward the engagement during the flipped translation classroom

Regarding engagement in the learning process, it is said that engaging learners to do the activities and to think about what they are doing instead of listening to lectures passively while sitting in the classroom From the result of table 4.7, asking the participants about their engagement in the flipped translation approach, they shared very positive ideas Most of the respondents answered that they felt more engaged and confident in their learning with this new teaching method, they claimed that they worked hard at their study because of interesting materials, lessons, and class activities Being able in cooperative experiential learning, create opportunities for them to share their thoughts on different translation samples, to exchange idea and translation techniques, and to reconstruct their translation Comparing to similar study of Hsiu- Ting Hung (2015) who revealed that participants perceived active learning engagement had a significant effect on the positive learning outcomes With the same conclusion of Mei (2017), who revealed that initial encouraging results in the two terms of the 2014 — 2015 academic years Students’ engagement of flipped approach was significantly higher than with the traditional model comparatively, although modification and monitoring obviously is needed to continue

4.3.2.4 Participant’s feeling of satisfaction during performance in flipped translation classroom

Concerning to the satisfaction during the performance in the flipped translation approach from the table 4.8, participants had obvious opinion on this perception Many participants perceived that they were totally happy and satisfied with the flipped translation experience They were not only satisfy with the control and freedom of selecting the learning method but also the integration of technology and multimedia resources because they actively prepared for next assignments for the next section in person or with their team, they could find the information with multipurpose tools on the internet which was up to date and suitable for their levels The structure and format of the learning material also received positive satisfaction for the arrangement of pre-class, in-class, post-class activities such as prepare next lesson, discuss in group, contribute to the answer of the assignment, evaluate group work and receive feedback from instructor in the flipped translation classroom The findings supported the ideas of Hsiu- Ting Hung (2015), the result from his questionnaires presented that the engagement and satisfaction were perceived highly and positively Likewise, the learners in the study of Yilmaz (2017) totally satisfied with their improvements in flipped approach because they had more opportunities to practice actively and participate more in in-class sections They also expressed their willingness to attend in other flipped course In the study of Hung & Peng (2018), satisfaction was perceived highest (M= 4.57; SD=.646) from 14 EFL graduate and undergraduate students in the English for Meetings, Incentives, Conferences, Exhibitions (MICE) and Marketing courses

In this chapter, data collected from the tests and questionnaire were analyzed and compared from the literature review’s information to explore the effect of flipped approach on translation skills and the perceptions of participants toward the flipped approach From the analysis and comparisons results, some conclusions and suggestions for the further studies will be presented in the next chapter

CHAPTER 5 CONCLUSION The first part of this chapter gives an overview about the main findings of the current study The pedagogical implications for applying flipped approach in translation classrooms are also provided after the main findings The third part of chapter five is the limitation of the study Finally, the last part presents some recommendations for advance research relating to flipped approach in the upcoming 5.1 Summary of the main findings

The current study’s main ‘goals were to determine the effect of flipped approach on third year English major students’ translation skills as well as the students’ perceptions toward the flipped approach From the findings with relevant literature, this study expressed the influence of flipped approach on learners’ translations skills and the relationship between the new teaching method and learners’ perception during the learning process

The most obvious finding to emerge from this study was that third year English major students’ translation skills of the control group and treatment group were improved, although they were taught in different methods However, participants in flipped translation classroom achieved better than traditional classroom by participating in the flipped translation classroom design with group activities, individual activities such as watching video lesson and preparing for the next lesson in advance, engaging in the team work for discussion, solving questions and exercises, cooperating in fixing problems These activities contributed to the improvement of participants in treatment group

The second major finding was that most of the treatment participants in this study perceived positively about the flipped approach through their learning process Regarding motivation, most of the participants agreed that they enjoyed the flipped classroom teaching more because of feeling more motivated Many participants shared the positive thought about the effectiveness of the flipped approach because the effort and time spent in the flipped classroom were worthy The engagement in the learning process received high perception due to the interesting materials, lessons, and activities of the flipped approach Finally, the feeling of satisfaction was admitted by most of the participants with pleasure and satisfying In term of positive perceptions, top five which had the highest positive are listed : (1) I am happy and satisfied with this learning experience,(2) I think it is more enjoyable in the flipped classroom teaching approach., (3) I am satisfied with the control and freedom of choosing what and how to learn,(4) I worked hard at my studies because I found the material interesting and worth the effort, (5) I spent more time finding out more about interesting topics to discuss in different days of the class

This research identified the positive effects of cooperative experiential learning in a flipped translation classroom First of all, cooperative experiential learning helps learners improve basic translation skills when translating from English to Vietnamese and vice versa Second, cooperative experiential learning facilitates active engagement when learners are discussing and comparing translation samples, and elevates the learning process to higher order thinking Through cooperative experiential learning, learners share their thoughts on different translation samples, and reconstruct their translations By exchanging ideas, thoughts, and translation techniques, learners are able to undergo knowledge and move to a deeper understanding of the original text with a better grasp of the target language as well Cooperative experiential learning also enables learning engagement through active participation in classroom discussions Learners are motivated and learning becomes autonomous Thus, active involvement is another benefit of this flipped translation classroom when compared with traditional translation classrooms Utilizing higher order thinking activities, like discussion and analyses, is effective in cultivating translation skills and overall language proficiency The findings of this research provide pedagogical contribution in suggesting a learner-centered method in teaching translation for Vietnamese students

This study’s results reveal an improvement of translation skills by flipped approach However, this study also indicates that participants should improve translation skills as Reading Comprehension, Researching, Analytical Reasoning,

Composing and Production to enhance their translation outcomes because each skill relates to each other in the translation process First of all, students should boost their abilities of understanding information in a text and interpreting it from any types of written materials In case of a vast of unknown words, students can search for the sources that help them to figure out their problems Analyzing is also an important skill because analysis stage and synthetic stage support each other, the act of translation from analysis to synthetic can identify the best content of target language to source language Finally, the last step of Composing and Producing help students to correct and qualify the target language to the overall meaning translation

Secondly, these findings suggest that students should create their own study habits, what they have to improve, what they think important, how much time they should spend for their practicing, where they find the materials interesting, helpful, and useful They should make a plan to evaluate their improvement after translation lessons and practices at school

Thirdly, the feedbacks from questionnaire relating to the engagement in the class were very positive through interesting assignments, topics, and translation activities, an implication of this study is that students should be more confident in participating in translation lessons It is not deniable that students should help themselves involve more in the lessons without worrying about being corrected on their answers until completely understood

Lastly, the results of this approach support the idea that students should actively cooperate with their classmates when they practice translation as well as negotiate between the ideas They can share their useful experience or a helpful materials regarding translation to the whole class for better learning outcomes