MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS THE IMPLEMENTATION OF FLIPPED CLASSROOM APPROACH IN TEACHING ENGLISH AT A PRIMARY SCHOOL IN HANOI VIỆC TRIỂN KHAI
INTRODUCTION
Rationale
The flipped classroom (FC) approach reverses the traditional model of instruction, with students accessing instructional content outside of the classroom and using classroom time for interactive activities and learning Research on the FC approach has been limited in the context of primary education in Hanoi, Vietnam, despite its potential to address challenges such as high student-teacher ratios and limited resources This research investigates the implementation of the FC approach in teaching at a primary school in Hanoi, aiming to bridge the research gap and provide insights for educators and learners in this specific context The findings will contribute to the understanding of educational practices in primary schools in Hanoi and enhance teaching and learning experiences.
Aims and Objectives
This study aims to enhance the effectiveness of learning and teaching English to primary students To fulfill this aim, the effects of the application of the inverted learning model in teaching English to primary students at a school in Ha Noi are evaluated In addition, the study also attempts to explore teachers’ and students’
2 perceptions of the flipped model To fulfill this aim, three specific objectives are set as follows:
1 To determine the impacts of applying the FC on English teachers and students at Wellspring Primary School
2 To identify the challenges that teachers and students may face when applying the
FC approach at Wellspring Primary School
3 To suggest ways to better the implementation of the FC approach at Wellspring Primary School.
Scope of the Study
This study (2022-2023), involving 90 fifth-grade students and 12 English teachers at WPS, aimed to evaluate the implementation of the flipped classroom (FC) approach in English education The focus was solely on the methodology's application in teaching and learning, excluding an analysis of its features, pros, cons, or comparisons to other methods The primary objective was to assess the FC's effectiveness and identify challenges faced by both teachers and students Additionally, the study gathered insights from teachers' experiences to enhance the implementation of the FC approach in future lessons.
Significance of the Study
This study is hoped to provide new insights into implementation the flipped classroom model so that teachers and educators could develop more appropriate principles for this blended learning model in the future Furthermore, the findings of my study also make an important contribution to the analysis of perspectives of teachers and learners Therefore, curriculum developers and teachers would know how to establish and set up suitable and compatible activities concerning this model
Research Questions
The analysis of this study addresses the three research questions:
1 What are the impacts of applying the FC on English teachers and students at Wellspring Primary School?
2 What are the challenges that teachers and students may face when applying the
FC approach at Wellspring Primary School?
3 What are the suggestions concerning the ways to better the implementation of the
FC approach at Wellspring Primary School?
Design of the Study
This study consists of five chapters:
Chapter 1: Introduction: introduces the rationale, purpose, research questions, scope, and structure of the thesis
Chapter 2: Literature review: covers the overview of the literature which includes relevant theoretical background and reviews of related studies
Chapter 3: Research methodology: includes an overview of the approach and procedures used to conduct the study
Chapter 4: Findings and Discussion: the data is analyzed in detail and a thorough discussion of the findings will be made
Chapter 5: Conclusion: recapitulates the major findings of the study represents further recommendations for the implementation of the FC model and acknowledges the limitations of the study
LITERATURE REVIEW
Review of Previous Studies
While some research indicates that the flipped classroom (FC) approach yields numerous beneficial learning outcomes, other studies underscore the limitations associated with this method For instance, the inverted model has the potential to enhance students' academic performance and satisfaction
Alvarez (2012) authored the initial piece, which focused on the pupils at Clintondale High School in Clinton Township, Michigan Over half of the incoming freshmen students in 2009 did not pass their English course The school concluded that implementing an FC would provide pupils with additional time to adequately prepare for class After one year of using the FC strategy, instructors at the school noticed a reduction in the percentage of students who failed, compared to the previous year where around one-third of pupils encountered failure According to Alvarez
The "flip approach" in education, as demonstrated in the findings from Clintondale High School (2012), has proven highly effective It enables educators to pinpoint and eliminate barriers to learning, maximizing student understanding Furthermore, teachers employing this approach can deliver exceptional presentations and share valuable resources, enhancing the overall learning experience for their students.
In Vietnam, limited empirical research quantitatively assesses the effectiveness of the Flipped Classroom (FC) model Nguyen Van Loi's 2014 literature synthesis highlighted its strengths and weaknesses, suggesting its potential for motivating student learning While the study established FC as a promising approach, it lacked sufficient evidence to determine its superiority over traditional campus-based models in terms of academic performance.
In their comprehensive study published in 2012, Bergmann and Sams asserted that the utilization of the flipped learning strategy resulted in a notable reduction in the duration required for students to grasp new concepts and information This innovative approach proved to be especially advantageous for students who faced challenges attending traditional lectures due to their commitments and involvements in various sports activities Notably, the FC strategy's adaptive and flexible nature enabled these students to effectively engage with the learning material in a manner that accommodated their schedules and commitments, ultimately leading to improved academic performance and successful knowledge acquisition
However, there are various obstacles linked to the implementation of the FC model These challenges include the need for additional time to redesign the course, the presence of low self-regulated behaviours among certain students, and the subsequent inability of some students to effectively manage their time to comprehend the out-of-class learning material The literature suggests that the flipped approach to instruction entails both advantages and difficulties
Missildine et al (2013) emphasized that the increased weight of out-of-class preparation time has the potential to adversely impact students' satisfaction levels The substantial burden of pre-class activities may encroach upon students' already limited time at home, potentially leading to feelings of overwhelm In line with these findings, Strayer (2009) similarly underscores the heightened demands placed on students within the flipped lesson, resulting in amplified pressure to fulfill pre-class activities Consequently, this increased pressure may render students uncomfortable during in-class practices, raising concerns about the overall effectiveness of the flipped model
Expanding beyond the pedagogical implications, the inverted classroom's heavy dependence on homework and technology utilization introduces operational challenges, as highlighted by Missildine et al (2013) These challenges encompass various facets such as infrastructure, classroom availability, and limited high-speed Internet access It is evident that some students lack internet connectivity at home, while others may not have access to laptops or mobile devices essential for engaging
6 with digital lessons These operational constraints pose significant barriers to the successful implementation of the flipped approach, necessitating strategic solutions to ensure equitable access to resources for all students
As of now, only a limited number of studies have examined the educational results and challenges associated with the reverse classroom method Expanding the research in this area could shed more light on the varied implications of the flipped learning model across different educational settings This would provide a more comprehensive understanding of its potential benefits and the nuanced challenges that may arise Additionally, further exploration of strategies to address the identified obstacles would be valuable in enhancing the implementation of the flipped learning approach.
Review of the Theoretical Background
In recent years, the flipped learning method has emerged as one of the developing technologies in education, and it can serve as a standard teaching-learning method in higher education to promote students' active learning Halili and Zainuddin
(2015) note that the flipped classroom, also known as the reverse classroom, is a form of blended learning (BL) that combines traditional in-person instruction with remote learning activities
Blended learning (BL), which combines face-to-face and online instruction (Graham 2013), has become increasingly prevalent in higher education, with certain experts labelling it as the "new traditional model" (Ross and Gage 2006, p 167) or the "new normal" in course delivery (Norberg et al 2011, p 207) The incorporation of traditional and online learning has garnered considerable momentum, signifying a substantial transformation in the methods of educational delivery and highlighting the dynamic evolution of teaching and learning in higher education This hybrid learning approach underscores the fusion of technology and digital media into the learning environment, facilitating a personalized, adaptable, and student-centric
7 learning experience Consequently, it encapsulates the contemporary educational shift towards versatile and innovative instructional practices that cater to diverse learning styles and preferences, ultimately contributing to a more engaging and effective educational ecosystem
In a hybrid learning model, students have the opportunity to engage with course materials, complete assignments, and participate in discussions both in a physical classroom setting and through online platforms This flexible approach allows for a more individualized learning experience, catering to different learning styles and paces Teachers can incorporate multimedia resources, interactive simulations, and collaborative online tools into their lesson plans, while still facilitating face-to-face interactions and discussions in the classroom By leveraging the benefits of both in-person and online learning, Hybrid learning aims to enhance student engagement, promote self-directed learning, and provide a more dynamic and interactive education experience
Put simply, blended learning combines in-person and online learning in a complementary way that utilizes the unique benefits of each approach
Student-centered learning is an instructional approach that prioritises the individual learner and their unique requirements, rather than the curriculum as a whole This pedagogical method involves a change in focus from the teacher to the student, placing greater emphasis on the student's active involvement in the learning process The learner-centered approach perceives learners as active agents in the learning process Individuals contribute a combination of their knowledge, prior experiences, educational background, and ideas, which subsequently influence their approach to absorbing new information and acquiring knowledge
There is a notable distinction between this strategy and the conventional instructor-centered method Traditional learning methodologies have always been influenced by behaviourism, a theoretical framework that perceives learners as "blank slates", and instructors as masters responsible for teaching every relevant
8 knowledge This particular method views learners as individuals who react to external stimuli
The pedagogical concept of integrating students into the learning process and nurturing their growth as critical thinkers necessitates a fundamental shift in instructional approach This shift entails a transition from the traditional model where the teacher assumes a central role in the classroom to a new paradigm where the learner takes on a more central and active role (Refer to Table 1)
The focus is on the teacher The focus is on both students and the teacher Students work individually Students work in groups or alone, depending on the activity
The teacher observes and corrects students’ responses
The teacher provides feedback and corrective action when needed
Only the teacher answers students’ questions
Students may answer each other’s questions and use the teacher as a resource
Only the teacher evaluates students’ learning
Students evaluate their learning, which is supported by the teacher
Table 1 Teacher-centered vs Learner-centered Pedagogy
The modern teaching approach has evolved to empower students They are encouraged to actively engage with the material, fostering a deeper understanding and ownership of their learning, unlike the traditional teacher-centric method This shift highlights the importance of student-centered environments, facilitating a more interactive and dynamic educational experience.
Figure 1 Focus in teacher-centered pedagogy
Figure 2 Focus in learner-centered pedagogy
In summary, the flipped learning promotes student-centered learning By allowing students to partake in their learning, they can own the knowledge they
10 achieve, which in turn builds confidence Furthermore, teachers are given the ability to identify errors in thinking or concept application and are more available for one- on-one interaction
There are several ways of defining the concept of FC according to other authors’ views as follows:
(Strayer, 2012), The concept of inverted class, also known as FC or "flipped teaching", is a collaborative instructional approach that has been widely adopted in various countries In this model, traditional lectures are moved from in-class sessions to at-home activities, while homework is transformed into in-class critical thinking exercises
Students independently study the upcoming lesson at home, often through teacher-prepared videos or other available resources, and then participate in problem- solving and consolidation activities during classroom sessions The teacher provides personalized support and guidance, transitioning from a lecturer to a facilitator and mentor (Bishop & Verleger, 2013)
Flipped Classroom (FC) employs a student-centered approach, moving direct instruction from the group setting to individual learning This shift transforms the classroom into an interactive environment where students actively apply concepts and engage with the subject matter, guided by the educator's supervision and encouragement.
In short, there are several opinions and definitions of FC according to different scholars From the definitions above, what comes out is that FC is an inversion of the teaching process from the traditional lecture-based classroom in which teachers play a centered role to an active learning model where a student - centered approach is focused on technological support from the teachers
Collaborative learning is an instructional approach that promotes active collaboration among students, allowing them to learn from and with each other Collaborative learning involves students working together in groups or teams to achieve learning objectives through various activities, such as discussions, problem- solving, project-based work, and peer teaching It is an effective strategy for
11 promoting deep understanding, as learners are motivated to explore the subject matter more rigorously, share information and insights, and help each other to learn through targeted feedback
Collaborative learning in the context of a FC represents a pedagogical approach that capitalizes on the benefits of both collaborative learning and the FC model
• Pre-class Preparation: In a FC, collaborative learning can be maximized during in-class sessions Students engage with pre-recorded lectures and materials before class, acquiring foundational knowledge independently This ensures that class time focuses on collaborative activities rather than content delivery
• In-class Collaborative Activities: With the foundational knowledge gained, students participate in discussions, debates, problem-solving tasks, and group projects during face-to-face sessions Collaborative learning in the FC provides opportunities for students to actively apply their knowledge, share perspectives, and support each other's learning
Summary
This chapter reviews the literature on the flipped learning approach and focuses on exploring existing research and scholarly articles related to this approach in education The emphasis is placed on analyzing the utilization of the FC approach within the unique context of Hanoi, Vietnam Through delivering a comprehensive
21 evaluation of the current knowledge and research in this domain, the literature review lays a solid groundwork for the ensuing research and analysis undertaken in the thesis
RESEARCH METHODOLOGY
Research Orientation
The study utilized both quantitative and qualitative data to provide a balanced and objective view of the subject matter Focusing mainly on the actions of teachers that occur in conducting flipped lessons, this research was to describe the impact of this teaching method on both teachers and students and their challenges when it is applied in the school year 2022 – 2023 The survey questionnaire collected demographic information (gender, class), and the experiences and opinions of students about the flipped learning method In addition to quantitative data, it was also important to include an understanding of the teachers’ perceptions of the inverted classroom The interview was used to find out teachers’ challenges and benefits when applying the flipped learning approach They were also asked to give some teaching ideas or suggestions for better implementation of the reverse classroom approach at primary schools.
Research setting and participants
The investigation was carried out during the academic year 2022 – 2023, with interviews and surveys conducted at the end of May 2023 at WPS It's worth noting that every class within the school is furnished with state-of-the-art learning technologies, ensuring a conducive environment for implementing digital learning approaches Additionally, the students display a commendable level of computer proficiency and technological expertise, indicating a relatively uniform level of technological competence across the student body
The research involves 90 fifth-grade students from 4 classes which are 5A4, 5A7, 5A8, and 5A10 at an international school in Hanoi, where they utilize the Global Stage 5 English textbook There was diversity in the average class size among the chosen classes, with around 20 to 25 students in each class Students in these classes
23 have varying levels of proficiency in English However, these students exhibit advanced proficiency in English, surpassing their peers in other schools in Hanoi Their familiarity with blended learning approaches, including the flipped learning and station rotation learning, has been well established Equipped with modern electronic devices such as iPads, iPhones, and laptops provided by their parents, the students are fully prepared for in-class learning Additionally, they exhibit strong familiarity with a variety of learning platforms, including Nearpod, Padlet, Quizziz, Wordwall, and Bamboozle, showcasing their adeptness in utilizing diverse educational technologies and resources
The study involves 12 5th grade English teachers employed at an international school in Hanoi This distinguished group includes both native English-speaking teachers and Vietnamese teachers who are responsible for delivering English instruction to primary students Notably, these educators undergo regular training in the effective integration of technology and the latest pedagogical strategies, with a specific emphasis on blended learning methodologies, notably the flipped learning approach This ongoing professional development equips them with the skills and knowledge needed to create dynamic and engaging learning experiences for their students, aligning with the school's commitment to providing a modern and effective education
The 5th grade English teachers at the international school in Hanoi consistently receive support from their peers and school administrators in implementing the reverse classroom approach in their teaching This support often takes the form of collaborative planning sessions, peer mentoring, and ongoing professional development opportunities tailored to enhance their mastery of the inverted classroom model Furthermore, the school administrators actively foster a culture of innovation and experimentation, encouraging the teachers to integrate the inverted learning method in their curriculum to optimize student learning outcomes The ongoing support from colleagues and school leadership underscores the institution's commitment to promoting innovative and effective teaching
24 methodologies, ensuring that the teachers have the necessary resources, guidance, and encouragement to successfully integrate and leverage the flipped approach in their instruction
Both the students and the teachers were notified that the survey associated with the study serves as a regular component of the teacher evaluation process, intended to serve as a valuable tool for fostering professional development and growth This communication ensured that both parties understood the significance of their input, as it directly contributes to the ongoing improvement of teaching practices By actively participating in the survey, teachers and students alike play a crucial role in offering insights that can lead to targeted enhancements in the teaching and learning environment, ultimately contributing to the collective goal of continuous improvement and excellence in education.
Data Collection
In the latter part of May 2023, approximately one week before their final examination, students participated in the survey During the preceding months, these students had been engaged with the inverted classroom and had ample opportunities to form their opinions, preferences, and perceptions regarding flipped class instruction At the commencement of the study, the researcher provided the students with a comprehensive outline of the study, including details about the survey conductor, the purpose of the survey, the handling of the collected data, and the potential risks and benefits associated with participation in the study Following the briefing, the researcher exited the premises, allowing the students to complete the surveys, which were subsequently collected Towards the end of June, subsequent to the distribution of report cards, the researcher gained access to the anonymous survey results, initiating the process of assembling and analyzing the data
In addition to quantitative data, it was imperative for the study to incorporate an understanding of the teachers' viewpoints regarding the FC approach Incorporating three open-ended questions into the interview process enabled the teachers to articulate their personal experiences and offer valuable feedback An overarching objective of the study was to provide educators, whether currently utilizing or considering the adoption of the FC approach, with comprehensive insights from the perspectives of both students and teachers Moreover, the study sought to identify enhanced strategies for integrating this innovative methodology into the teaching and learning process, thereby contributing to educational advancement and efficacy
The interviews are unstructure Questions are mostly open-ended and are not arranged in order The participants can express themselves more freely and elaborate on their answers Compared to other research instruments, interviews provide more reliable results and allow the interviewers to engage and connect with the participants Audio recorder (face-to-face interview) is a tool used in interviews
Survey is another primary data collection method that involves asking a group of students for their opinions on the topic However, because they are quite small so the surveys are given out all in paper form for them to do in class and it is also more convenient for teachers to collect the data In the survey, there is a list of questions to collect opinions about flipped classroom model These questions are mostly close- ended and pre-selected answer All participants receive the same questions.
Data Analysis
The data analysis involves a comprehensive examination of the close-ended survey responses from the students and insights gathered from open-ended interviews with the teachers The primary objective is to discern the impacts, challenges, and suggestions related to the implementation of the flipped learning approach as
26 perceived by both students and teachers The survey responses from students will be meticulously analysed to ascertain the impacts of the inverted classroom method on their learning experience The author also used the website phantram.com to convert the questionnaire results into percentages This analysis will involve examining factors such as engagement levels, academic performance, and overall satisfaction with the learning process Additionally, the challenges encountered by students when participating in the flipped model will be identified and evaluated This could include issues related to accessing and understanding the pre-recorded educational materials, time management for self-paced learning, or other hurdles specific to the flipped learning structure
The close-ended survey responses from students will be carefully analysed to ascertain the impacts and challenges experienced by them when engaging with the inverted classroom method Their responses will provide valuable insights into various aspects such as their perceived academic progress, levels of engagement, learning satisfaction, and any challenges they faced while navigating the flipped learning environment
Simultaneously, the insights obtained from open-ended interviews with teachers will be analyzed to gain a comprehensive understanding of the challenges, impacts, and suggestions they have regarding the implementation of the flipped approach The focus will be on uncovering the key challenges teachers faced in adapting to and facilitating the flipped model, the perceived impacts of this approach on student learning and engagement, and the teachers' specific suggestions for improving the implementation of this method at the school Through this analysis, the researcher aims to identify common themes and patterns in the teachers' responses to gain a deeper understanding of their perspectives on the effectiveness and challenges of the flipped approach
Through qualitative data analysis, researchers will thoroughly examine and categorize responses from students and teachers This systematic approach enables the identification of patterns and extraction of meaningful suggestions from teachers The insights gathered will guide the optimization of the flipped learning method at the primary school, ensuring its effective implementation.
Upon completion of comprehensive data analysis, extensive discussions will be held to evaluate the impact of flipped learning on both teachers and students These discussions will explore the challenges faced by both parties in this learning environment and generate informed recommendations to enhance its implementation for effective English language teaching These suggestions aim to address identified issues and capitalize on flipped learning's strengths, ultimately fostering an enriched and impactful learning experience.
Summary
This chapter outlines the methodology employed in the research, detailing the philosophical underpinnings, data collection techniques, and analytical procedures By following a systematic approach, the research sought to ensure the robustness and credibility of its findings, ensuring that the results align with the intended research objectives.
FINDINGS AND DISCUSSION
Findings
Question 1: Is flipped classroom useful for you?
Table 3 Students’ perception of the FC impacts
Regarding question 1, students expressed varying opinions when questioned about the utility of the flipped learning method An overwhelming majority of surveyed students (84.44%) acknowledge the usefulness of the flipped approach in their learning endeavors Conversely, a minority (15.55%) expressed reservations, indicating that they do not perceive the method as advantageous for their learning experiences
The impacts affecting students were studied in survey question 2 Students’ responses were summarized in Table 4 hereafter
Question 2: How have flipped classrooms helped you in your learning?
It gives me more opportunities to learn at my own pace 88.88%
It encourages me to be well-prepared and be more active in class
It helps me keep track of the lessons when I am away from school or absent because of illness
It helps me master IT skills by using online websites
(Nearpod, Teams, Padlet, Flipgrid) to learn
It offers me more teacher feedback and support in class 72.22%
It offers me more pair and group practice in class 87.77%
Table 4 Impacts of FC Approach on Students
Flipped learning offers significant advantages for student learning An overwhelming majority (98.88%) find it helpful for catching up when absent Over 88% appreciate the opportunity for self-paced learning and increased practice, while 73.33% feel more prepared and engaged in class Additionally, 72.22% perceive enhanced teacher support during sessions, and 55.55% report improved information technology skills No alternative responses were provided, indicating students' overwhelming preference for these advantages.
Drawing from the feedback gathered from the 12 interviewed English teachers, it is evident that the implementation of flipped learning approach has yielded favorable outcomes in terms of their teaching practices and student participation
An overwhelming majority of the surveyed teachers conveyed positive perspectives on the utilization of the flipped learning approach within their teaching environments They highlighted how flipping the classroom has led to improvements in the effectiveness of their instructional techniques and has fostered heightened
30 engagement among the students The integration of pre-recorded lectures and instructional videos has not only facilitated more interactive and collaborative activities during class sessions but has also contributed to heightened levels of student motivation, autonomy, and a deeper grasp of the subject matter The teachers' insights shed light on the positive impact of the FC approach on both their pedagogical methods and the students' learning experiences Below are key excerpts from the teachers' responses, encapsulating their favorable views on the inverted classroom approach
Teacher A: "Flipped classroom has definitely made a huge difference to my approach to teaching as well as my students' learning It is beneficial in a way that it greatly reduces my teacher's talking time while tremendously enhancing students’ autonomy in learning Now in class, my students have more opportunities to practice and create their product of learning which evidently will sharpen and deepen their understanding"
Teacher B: "In this mode of teaching, I was able to sort and easily identify students’ strengths and weaknesses Also, it shortens my talk time and allows students to collaborate With flipped, active learning enables students to create their own knowledge by building upon pre-existing cognitive frameworks, resulting in a deeper level of learning”
Teacher C: "Using a flipped classroom approach allows more time for students to practice what they have learnt in the pre-lesson, during our classroom time They have more time to ask questions and do different practical activities with their friends"
Flipped classrooms empower educators with the flexibility to cater to students of varying abilities Faster learners can engage in complex tasks, while slower learners can take their time to grasp concepts Additionally, the flipped model allows teachers to incorporate real-world scenarios into lessons, fostering student engagement and developing 21st-century skills such as problem-solving and critical thinking.
A total of ninety questionnaires were distributed to 5th-grade students at WPS in Hanoi Graciously, all questionnaires were returned, thanks to the students' cooperation Table 5 delineates the findings pertaining to the challenges encountered by students in flipped classes
Question 3: What do you find difficult when learning with a flipped classroom approach?
I mostly have low Internet speed or lack of Internet access at home
I have a lack of laptops or mobile devices at home 12.22%
I must spend more time and effort preparing for the lesson at home
I have no immediate support at home 60%
I do not know how to use some online platforms (Nearpod,
Teams, Padlet, Flipgrid) to learn at home
I often forget to do pre-class activities 57.77%
I am distracted by social networks and entertaining websites 30%
Table 5 Students’ challenges in FC lessons
Table 5 provides valuable insights into the challenges encountered by students in the context of the FC approach The data indicates that a notable proportion of students reported encountering difficulties in three primary areas within the FC framework, namely: (1) the considerable time and effort required for home-based lesson preparation, (2) the absence of immediate support at home, and (3) forgetting to complete pre-class activities
More specifically, the highest percentage (75.55%) of students cited the demanding nature of preparing lessons at home as a significant challenge within FC classes Additionally, 57.77% of students expressed facing issues related to forgetting
Before school, 60% of students faced a lack of teacher support at home Social media and entertainment websites distracted 30% of students Internet connectivity issues affected approximately 45.55% of students Only 22.22% reported difficulties with online learning platforms, while 12.22% lacked access to home-learning devices Notably, no students indicated insufficient knowledge in technology.
"Others" option to provide alternative responses
In order to gain a more profound comprehension of the challenges encountered by teachers utilizing the FC approach, the initial question (Question 2 – Interviews with teachers) was directed towards teachers
The findings revealed that the primary challenge encountered when applying the reverse learning approach in teaching is the inconsistency in pre-class completion by students A significant majority of the teachers (9 out of 12) conveyed their frustration regarding students' non-compliance with completing assigned tasks before class, which significantly impedes the efficacy of the FC model It was noted that students often forgot or neglected to complete the required tasks, rendering the FC model less effective Also, teachers cannot control whether students do pre-class activities carefully and intentionally or just try to finish on time to hand them to the teachers
One recurring difficulty mentioned by many teachers (7 out of 12 teachers) was the significant time investment required for planning and preparing flipped lessons Technical issues emerged as a notable challenge, particularly in terms of students lacking access to suitable devices or experiencing unreliable internet connections for studying at home (5 out of 12 teachers) Very few of them struggle to use online learning platforms Furthermore, some teachers (3 out of 12) reported
Discussion
After meticulous data collection and comprehensive analysis, it is apparent that both teachers and students within flipped classes have faced notable impacts and difficulties Educators who are proficient in implementing the flipped learning approach have contributed an array of invaluable recommendations directed at alleviating these challenges and enhancing the future application of this methodology These recommendations hold immense value for educators and educational institutions seeking to maximize the benefits of flipped learning while effectively addressing the inherent complexities associated with it
Implementing flipped learning approach in teaching at a primary school in Hanoi yields a range of impactful outcomes that shape the educational experience for both educators and students This innovative pedagogical approach fosters personalized learning, student engagement, students’s collaboration in class and the interaction between teachers and students By redefining the traditional classroom dynamic, flipping the learning model empowers students to take ownership of their education while equipping educators with enhanced opportunities for targeted instruction and assessment
Implementing the FC approach in primary education can have a significant impact on fostering active student engagement By inverting the traditional format of teaching, whereby direct instruction is delivered outside the classroom through instructional videos or online resources, while in-class time is dedicated to active learning activities, the flipped learning encourages greater student engagement and participation
Research study has indicated that the flipped model can enhance student engagement in several ways Firstly, it allows students to access instructional content at their own pace and convenience, promoting autonomy and self-regulated learning
This can be particularly beneficial for primary school students, as it accommodates diverse learning styles and preferences, thereby fostering a more inclusive learning environment
Flipped lessons incorporate active learning, fostering student application of knowledge, collaboration, and immediate feedback This interactive approach enhances subject comprehension, cultivates critical thinking, and promotes meaningful engagement with the curriculum, creating a dynamic learning environment that maximizes knowledge acquisition and retention.
Moreover, the flipped model has the potential to create a more personalized learning experience for students, as teachers can devote more individualized attention to address students' specific learning needs during in-class sessions This personalized approach can contribute to heightened student motivation and a sense of ownership over their learning, ultimately leading to increased engagement and academic performance
In the flipped learning model, the instructional time is repurposed for interactive, student-centered activities during class sessions This shift fosters opportunities for collaborative learning, problem-solving, critical-thinking, and active participation in discussions and group tasks, thereby engendering deeper engagement among students Incorporating technology and multimedia resources in the pre-learning materials and classroom activities also holds the potential to captivate students' interest, leveraging digital tools to present content in innovative and interactive formats By integrating engaging multi-media content, simulations, and interactive exercises, educators can augment student interest, enthusiasm, and investment in the learning process As a result of these benefits, the inverted model can yield a transformative effect on student engagement, prompting students to become more active, participatory, and intrinsically motivated learners
The implementation of flipped learning has been shown to effectively support individualized learning, particularly in the context of primary education This
37 pedagogical approach centers on the premise that students can benefit from accessing direct instruction outside of the classroom, thus allowing for more personalized and targeted in-class interactions
Under the this new teaching model, students are provided with pre-recorded lectures, instructional videos, or online resources to review outside of the classroom This self-paced learning approach enables students to progress through the material at their own speed, accommodating diverse learning styles, and catering to individual differences in cognitive processing and assimilation of information Students can revisit and review the pre-learning resources as needed, enabling personalized learning experiences that cater for their specific learning needs and preferences As a result, students have the opportunity to engage with the content in a manner that suits their specific needs and learning preferences FC allows students to progress at their preferred pace, providing opportunities for individualized learning With the pre- learning components of the FC approach, students are empowered to take ownership of their learning, engaging with instructional materials at their own pace and in a manner suited to their individual learning preferences This increased autonomy and agency over the learning process can lead to heightened motivation and active engagement, as students perceive their learning experiences as more personally relevant and meaningful
Educators can use individualized approaches to meet students' diverse needs Providing targeted support, personalized feedback, and differentiated instruction allows educators to address specific learning challenges This approach enables teachers to identify and address individual learning styles and difficulties, thereby enhancing students' comprehension and retention of the material By tailoring instruction to meet students' needs, educators can foster a more inclusive and effective learning environment.
Furthermore, as students engage with pre-learning materials independently, educators can tailor in-class activities to address specific learning gaps, provide targeted support, and offer personalized feedback, enhancing student engagement through a more individualized approach to instruction Through activities such as group discussions, problem-solving exercises, and peer-to-peer teaching, students can
38 participate in dynamic, personalized learning experiences that cater to their specific academic needs while also benefiting from the collective insights and support of their peers
The model provides a structured framework for educators to facilitate individualized learning experiences for primary school students It leverages technology to deliver content outside the classroom, freeing up in-class time for personalized instruction and collaborative activities that effectively support the diverse and individualized educational needs of students This creates a more inclusive and effective learning environment by fostering a dynamic balance between independent and collaborative learning experiences.
By moving traditional instruction outside the classroom, the flipped model creates space for collaborative learning during in-class sessions Educators can allocate in-class time for activities that foster student collaboration, critical thinking, and knowledge application This is possible because students arrive in class with a foundational understanding of the content due to accessing the instruction prior to class Collaborative activities, discussions, and problem-solving exercises promote and strengthen in-class collaboration, fostering a learner-centered environment.
The availability of extra class time allows educators to design collaborative learning experiences through group discussions, team-based projects, and peer-to- peer teaching, fostering an environment that promotes active engagement and shared learning The interactive nature of classroom activities in the flipped model facilitates peer-to-peer interaction, which can promote social engagement, cooperative learning, and the exchange of diverse perspectives Students have the chance to engage in collaborative problem-solving tasks, peer review exercises, and group discussions, which not only deepen their comprehension of academic content but also nurture valuable interpersonal and communication skills essential for their holistic development This collaborative approach not only enriches the learning experience but also cultivates a sense of community and shared responsibility for learning outcomes among students
The flipped model serves as a catalyst for in-class collaboration by maximizing the instructional potential of classroom time Through the implementation of collaborative activities and interactive learning experiences, this model empowers educational practitioners to foster an environment that emphasizes teamwork, communication, and collective knowledge construction This, in turn, elevates the overall learning experience for primary school students by promoting engagement, critical thinking, and the cultivation of invaluable interpersonal skills crucial for their holistic development
The restructuring of instructional delivery and the recontextualization of class time in the flipped model creates an environment conducive to more enriched and personalized teacher-student interactions, leading to a range of positive effects on student learning and academic development By redefining the traditional allocation of instructional time, the flipped model enables educators to allocate in-class time to provide individualized support, personalized feedback, and targeted instruction, consequently fostering more meaningful and impactful interactions with students This restructuring fosters an environment where teachers can deliver targeted guidance and support, facilitating enhanced student-teacher interactions that positively impact student learning and scholastic development
Summary
This chapter provides an in-depth exploration of the findings and results derived from the collected data The analyses primarily center on elucidating the
Flipped learning brings 47 challenges and impacts in primary education This innovative approach requires comprehensive solutions to optimize its implementation By addressing these challenges, educators can maximize the benefits of flipped learning, enhancing teaching effectiveness and student outcomes.
CONCLUSION
Recapitulation
This research thesis delves into the implementation of the flipped model at a primary school in Hanoi, Vietnam, focusing on its influence on student engagement and attitudes towards learning Employing a mixed-methods approach that integrates surveys and interviews, this study thoroughly examines the ramifications of integrating the flipped learning approach in an academic setting
The inverted classroom model, an instructional strategy that entails reversing the conventional learning structure by delivering instructional content outside the classroom, often through online resources, and utilizing class time for interactive activities and in-depth discussions, has garnered significant attention for its potential to enhance student-centered learning and improve learning outcomes
For this study, a primary school in Hanoi was chosen as the site for implementing the FC model, targeting four classes encompassing 20 to 22 students aged 10 years
The findings of this study unveil several positive outcomes resulting from the adoption of the flipped classes Notably, an evident surge in student engagement both inside and outside the classroom, manifested through heightened participation levels in class discussions and collaborative group work
Additionally, students exhibited a more positive attitude towards learning English and reported increased motivation and enjoyment with the interactive online resources provided These research findings contribute significantly to the expanding body of knowledge on the effectiveness of the reverse classroom model in primary education.
Concluding Remarks
The examination on the implementation of the FC approach at Wellspring School in Hanoi has unearthed significant findings regarding its impacts, challenges and suggestions The adoption of the flipped approach has been shown to result in increased student engagement, personalized learning experiences, collaborative in-
49 class interactions, and improved teacher-student engagement Conversely, the research has identified challenges related to access to technology, time management, resource preparation, inadequate support for individual learning needs, and issues pertaining to student engagement and motivation
To enhance the implementation of the FC approach, several practical suggestions have been proffered These include creating captivating pre-recorded lessons, emphasizing language skills, delivering clear instructions, assigning pre- class activities, promoting active learning, providing personalized feedback, fostering collaboration, leveraging technology, monitoring student progress, and maintaining open communication with parents
In conclusion, this thesis contributes significantly to educational research by illuminating the implementation, challenges, and impacts of the FC model in a primary school setting in Hanoi The insights derived from this study are invaluable for school administrators, course coordinators, and educators seeking to seamlessly integrate the FC approach into their instructional practices Furthermore, there is a recommendation for additional research to explore the long-term effects and scalability of the FC model in primary schools.
Limitations of the Research
• Sample Size: One of the key limitations of this research is the small sample size The study focused on a single primary school in Hanoi, which may limit the generalizability of the findings to other schools in the region or beyond It is essential to acknowledge that the results may not be representative of the broader population
• Context-specific Factors: The study's findings are specific to the primary school in Hanoi and may not be applicable to different educational contexts Factors such as cultural norms, socioeconomic status, and teaching methods specific to the school may influence the outcomes of the FC model differently in other schools Therefore, caution should be exercised when attempting to apply the findings to other educational settings
• Reliance on Self-report Measures: The reliance on self-report measures, such as surveys or interviews, may introduce response bias and limit the objectivity of the data Participants' subjective perceptions may not accurately reflect the actual implementation and effectiveness of the FC model Incorporating observational data or objective assessments could enhance the reliability of the research findings.
Recommendations for Further Research
To enhance the generalizability of research findings on the implementation of the FC model, it is imperative to broaden the sample diversity Future studies should consider incorporating a more inclusive spectrum of primary schools within Hanoi or even expanding the research scope to encompass various regions of Vietnam This diversification will provide a comprehensive perspective on the model's implementation across varying contexts, enabling a more nuanced understanding of its potential benefits and limitations.
• Mixed-Methods Approach: Combining qualitative and quantitative data collection methods can enhance the validity and reliability of the research outcomes Incorporating observational data on students, and qualitative feedback from teachers and students provides a more holistic understanding of the advantages and challenges associated with the FC model
• Replication Studies: To strengthen the validity of the findings, replication studies should be encouraged Independent researchers should conduct similar studies using larger and more diverse samples This allows for cross-validation of the results, ensuring the reliability of the conclusions drawn from the initial research
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STUDENT SURVEY
(English version) STUDENT PERCEPTIONS OF THE FLIPPED CLASSROOM
This survey is designed for the study named “ The implementation of flipped classroom approach in teaching English at a primary school in Hanoi ”
Your assistance in completing the following questions is greatly appreciated Your answers to all survey questions are kept confidential and are only used for research purposes Please put a tick (X) in the box beside the option (s) that you choose
Part 2: Impact of the flipped classroom on Students’ Learning Experience
Question 1: Is flipped classroom useful for you?
Question 2: How have flipped classrooms helped you in your learning?
It gives me more opportunities to learn at my own pace
It encourages me to be well-prepared and be more active in class
It helps me keep track of the lessons when I am away from school or absent because of illness
It helps me master IT skills by using online websites (Nearpod, Teams,
It offers me more teacher feedback and support in class
It offers me more pair and group practice in class
Others (Please give specific answers):
Part 3: Challenges students have had in flipped classroom lessons
Question 3: What do you find difficult when learning with a flipped classroom approach?
I mostly have low Internet speed or lack of Internet access at home
I have a lack of laptops or mobile devices at home
I must spend more time and effort preparing for the lessons at home
I have no immediate support at home
I do not know how to use some online platforms (Nearpod, Teams, Padlet,
Flipgrid) to learn at home
I often forget to do pre-class activities
I am distracted by social networks and entertaining websites
Others (Please give specific answers):
Question 4: Do you like this new learning method?
Thank you so much for spending time completing this survey!
(Vietnamese version) BẢNG KHẢO SÁT Ý KIẾN CỦA HỌC SINH VỀ PHƯƠNG PHÁP
Bảng câu hỏi khảo sát này được thiết kế nhằm mục đích phục vụ cho nghiên cứu "Việc triển khai phương pháp dạy lớp học đảo ngược trong việc dạy Tiếng Anh tại một trường tiểu học ở Hà Nội".
Sự đóng góp của các học sinh trong việc hoàn thành các câu hỏi sau đây luôn được tôn trọng và ghi nhận Mọi phản hồi của học sinh đều được giữ bí mật và chỉ sử dụng cho mục đích nghiên cứu Vui lòng đánh dấu (X) vào ô bên cạnh một/ những lựa chọn của con
Phần 1: Thông tin cá nhân
Phần 2: Những tác động của phương pháp Lớp học đảo ngược lên việc học của học sinh
Câu hỏi 1: Phương pháp Lớp học đảo ngược có ích với việc học của con không?
Câu hỏi 2: Phương pháp Lớp học đảo ngược đã giúp con trong việc học như thế nào?
Phương pháp này cho con cơ hội tự học theo tốc độ của riêng mình
Con có sự chuẩn bị bài kỹ càng và chủ động hơn trong các hoạt động học trên lớp
Phương pháp này giúp con có thể theo kịp và nắm bắt được bài học khi con phải nghỉ học vì lí do cá nhân hoặc nghỉ ốm
Phương pháp này giúp con thành thạo các kĩ năng tin học hơn trong việc sử dụng các trang web trực tuyến (Nearpod, Teams, Padlet, Flipgrid) để học
Con nhận được nhiều nhận xét và hỗ trợ từ thầy cô giáo trên lớp hơn
Phương pháp này giúp con được luyện tập theo cặp và theo nhóm trên lớp nhiều hơn
Khác (Vui lòng đưa ra câu trả lời cụ thể):
Phần 3: Những thách thức học sinh gặp phải khi học các tiết học đảo ngược Câu hỏi 3: Con thường gặp những vấn đề gì khi học tiết học đảo ngược?
Con thường gặp tình trạng kết nối mạng kém hoặc mất kết nối mạng khi học ở nhà
Con thiếu hoặc không có các thiết bị điện tử để học tại nhà
Con phải dành nhiều thời gian và công sức để chuẩn bị bài học trước ở nhà
Con không nhận được sự hỗ trợ kịp thời khi học ở nhà
Con không biết sử dụng các trình duyệt online (Nearpod, Teams, Padlet,
Con thường quên không làm bài tập và hoạt động trước khi đến lớp
Con dễ bị xao nhãng bởi các trang mạng xã hội và giải trí khi học online
Khác (Vui lòng đưa ra câu trả lời cụ thể):
Câu hỏi 4: Con có thích phương pháp học Lớp học đảo ngược này không?
Cảm ơn các con đã dành thời gian hoàn thành khảo sát này!
TEACHER INTERVIEW
Question 1 How have flipped classrooms helped you in your teaching experience? Question 2 What do you find difficult when applying the flipped classroom approach in teaching?
Question 3 From your teaching experience, please suggest some ways to better implement the flipped classroom approach in Wellspring Primary School
SAMPLE LESSON PLAN
Textbook: Global Stage 5 - Macmillan Press
Mini Lesson on Nearpod (flipped lesson at home): https://app.nearpod.com/?pinA4F2E73A292B1C50D44C2C8CB1AF27-
1&&utm_source=link (preview link for teachers)
(pre-class and in-class lesson)
Date: 03/04/2023 Subject: ESL Lesson: GS5 – Unit 5 –
Class profile (e.g overall ‘personality’ of the class, types of activities they (dis)like etc But most importantly how you will take it all into consideration in your planning and teaching):
My class of 23 well-behaved and adorable students exhibits diverse abilities While some require assistance in tasks, others excel in designing and drawing Students like Thu Ky and Bao Ngan occasionally struggle with attention due to personal distractions However, Minh Ngoc and Kim Ngan possess intellect and kindness, despite engaging only when prompted Competitiveness is evident among some students, while others remain reserved in sharing their thoughts.
Any student with special needs? (e.g quiet, shy, boisterous, academically ahead or behind etc but most importantly how you will take it all into consideration in your planning and teaching)
Students in 5A7 tend to engage in frequent conversations and group work, which can lead to excessive noise levels Despite instructions and signals provided in class, some students struggle to adhere to the established rules and boundaries This behavior often includes prioritizing personal preferences over assigned tasks or engaging in unrelated activities (Eamon).
Anticipated problems (e.g regarding the Ss, the tasks, the language etc.):
- Students might not do anything or discuss in their group
- Students might not have much ideas about some topics when writing
- Students will not know what to do, how to do some activities, they will ask the teacher again at any time
- Teachers let Ss to choose to work with someone they like or even work individually, so they will be more engaged and easier to express their ideas
- Teachers prepare mind map templates to guide students brainstorm ideas
- Teachers give clear and meaningful instructions, then always ask Ss what/how to do before they do the tasks
LESSON OVERVIEW Learning Outcomes Success Criteria 21st Century
By the end of the lesson, students will be able to:
1 Recognize similes and metaphors in writings (L1 & L2
Acrostic Poem rules and structure
3 Use similes and metaphors in different contexts
4 Write the first draft of the acrostic poem (L6 –
5 Check and give comments to their partners (L5 –
100% students can recognize similes and metaphors in writings
#2 100% students can figure out the Acrostic Poem rules and structure
#3 90% students Use similes and metaphors in different contexts
#4 100% students write the first draft of the poem
80% students can write the acrostic poems with enough requirements
(correct structure, use similes/metaphors)
#5 80% students can check and give comments effectively to their partners
1 Vocabulary related to emotions: confused, delighted, determined, disappointed, enthusiastic, furious, optimistic, pessimistic, upset, worried, confident, fail, frustrating, improve, insecure, make mistakes, negative, positive and succeed
(learnt in the previous lesson –
2 Understanding about acrostic poems, similes and metaphors (flipped lesson at home)
- Self-study report on Nearpod
(students can choose who to work with in some certain activities)
Activities (Description of task and procedure)
Video teaching similes, metaphors and acrostic poems
2 Make a sentence using sensory details
Nearpod link: https://app.near pod.com/?pin F144E9D7647 B4C85D6AFD 4D70E1EA233 -