The effects of flipped learning on learners speaking performance

Specifically, 16 students were assigned to the control control group were taught using the traditional classroom model, those in the control in the form of pre-test and post-speaking tes

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRUONG DAI HQC SU PHAM THANH PHO HO CHi MINH

Tran Thi Thanh Xuan

THE EFFECTS OF FLIPPED LEARNING ON LEARNERS' SPEAKING PERFORMANCE

LUAN VAN THAC Si KHOA HOC GIAO DUC

Thành phố Hồ Chi Minh — 2023

Mã số: 8140111

LUẬN VĂN THẠC SĨ KHOA HỌC GIÁO DỤC

Thành phố Hồ Chí Minh - 2023

The research "The Effects of Flipped Learning on Learners’ Speaking Performance” was conducted to fulfill the requirement for the Master's degree at Ho

‘work and belongs to my intellectual property Besides the sources of information

‘material elsewhere No other work was used in the thesis without citations and references in this thesis This thesis has not been submitted for any degree in any other educational institution

Ho Chi Minh City, July, 2023

“Trần Thị Thanh Xuân

The completion of this thesis would not have been accomplished without the support and encouragement of the people with whom I feel indebted, and I would like

to express my gratitude,

Firstly, 1 am deeply grateful for the guidance, feedback, and encouragement from my supervisor, Dr Nguyen Thuy Nga Her dedication gave me motivation from the beginning to the end of this thesis

In addition, I sincerely thank my lecturers, classmates, and friends, who showed interest in my research and gave me plenty of encouragement and resources I felt inspired by them to carry on doing my thesis

Lastly, I would like to thank my participant students who took part in the current study Their willingness and engagement in the research play a vital role in the possibility of this thesis,

1.5 Scope and Limitation of the Study, 4 1.6 Significance of the SUIdy c.nunmnnnninnnnnnnnnnnnnnnennne 5

'CHAPTER 2: LITERATURE REVIEW 55555<<ssezeecee 2.1 The Concept of Flipped Learming 0221120111 7 2.1.1 Definitions of Flipped Learning 7

2.1.2 Underlying Learning Theories of the Flipped Learning Model 9 2.1.3 Merits and Demerits of Flipped Learning 10 2.1.4 Procedure of Flipped Learning 12 2.2 The Concept of Speaking Performance B 2.2.1 Definitions of Speaking Performance B 2.2.2 Assessing Speaking Performance l3 2.2.3 Teaching Speaking with Flipped Learning Is

3.4.1.2 Administering the Tests 35

3.4.2.1 Designing the Questionnaire 35 3.4.2.2 Piloting the Questionnaire 37 3.4.2.3 Administering the Questionnaire 37

4.2.1 The Effects of Flipped Learning on Learners’ Speaking Performance 44 4.2.2 Learners” Attitudes toward the Application of Flipped Learning s7

APPENDIX 2: LEARNING OBJECTIVES FOR THE LESSONS IN THE

APPENDIX 5: SPEAKING TEST SCORES 85

‘Common European Framework of Reference Ministry of Education and Training English as a Foreign Language Zone of Proximal Development

‘Communicative Competence

‘Communicative Language Ability Statistics Package for Social Science Control Group

Experimental Group

Table 3.1 Procedure of the Control and Experimental Group Table 4.1 Independent Samples T-Tests for the Pre-fest Scores Table 4.2 Independent Samples T-Tests for the Post-test Scores,

Table 4.3

‘Table 4.4, Paired Samples T-Tests of the Control Group Table 4.5, Paired Samples T-Tests of the Experimental Group Table 4.6, The Values of d in the Experimental Group Table 4.7 The values of Cronbach's Alpha in the Questionnaire Table 4.8 Leamers’ Attitudes toward the Application of Flipped Learning Table 4.9 Effects of Flipped Learning on Learners” Speaking Performance

Chart 4.1 Normal Distribution Curve for the Total Pre-test Scores for the Control and Experimental Groups

Chart 4.2, Normal Distribution Curve for the Total Post-test Scores for the Control and Experimental Groups

In a conventional classroom, students encounter difficulties in leaming Speaking, showing unsatisfactory performance Hence, the flipped classroom model thas been adopted and applied in various contexts around the globe, aiming to enhance learners’ speaking performance Understanding the need to justify the use of lipped the effects of flipped learning on learners” speaking performance and their attitudes and quantitative methods Specifically, 16 students were assigned to the control control group were taught using the traditional classroom model, those in the control

in the form of pre-test and post-speaking tests to shed light on the effects of flipped comprising 12 close-ended questions was utilized to measure learners’ attitudes

‘was then reported and analyzed using SPSS To elaborate, independent and paired between the mean speaking scores of the groups In terms of the questionnaire, the

‘mean value of the questionnaire, each attitude aspect, and each item were calculated,

‘The findings disclosed that flipped learning improved learners’ speaking held positive attitudes toward the application of flipped learning model, with practical application of flipped learning in teaching Speaking to improve leamers” speaking performance

Kexwords: effects, flipped learning, speaking performance, learners" attitudes

INTRODUCTION

This chapter discusses the background to the current study of the effects of

‘flipped learning on learners” speaking performance and its statement of the problem Accordingly, these lead to the aims and research questions of the study alongside its research prior to outlining its organization

1.1 Background to the Study

Over recent years, globalization and advanced technologies have called for effective communication, entailing competent speakers of English In language success of the second or foreign language acquisition process could be observed others are saying, receiving and processing information, and creating something new importance of English as an international language, proficient speakers will have

‘on improving students’ speaking performance and making it a primary objective for

‘most teachers and learners worldwide

In Vietnam, efforts and investments have been allocated to promote English language proficiency in speaking for students Specifically, the National Foreign European Framework of Reference (CEFR), in which they could communicate

2018, the Ministry of Education and Training (MOET) admitted that Project 2020 high standards were set, thousands of students were held back from their graduations

to the EF English Proficiency Index (2019-2021), Vietnam resides in the

low-talks and understand simple emails from coworkers for three consecutive years Overall, itis evident that despite the growing need and demands to improve speaking skills for students, their performance has been unsatisfactory This not only

‘opportunities Thus, itis of importance to employ another approach to teaching and learning speaking for students in Vietnam,

1.2 Statement of the Problem

Learning Speaking in a traditional classroom has be challenging for students due to four obstacles, including affective, social, instructional, and linguistic foremost, affective filters contribute significantly to students’ unfulfilling speaking and confidence to speak up (Juhana, 2012), marking it as the main hindrance to pressure, students can only use the language in the classroom if they are prepared with necessary linguistic knowledge, such as grammatical structures and vocabulary

In other words, this phenomenon can be explained by linguistic difficulties, such as classroom In traditional classrooms, the majority of time is allocated to mastery of instead of spending class time on thorough analysis and application of learning understanding, before struggling to apply knowledge at the end of the lesson Afier for the teacher's correction According to Riyaz & Mullick (2016), students struggle

to build up their competence in grammar, vocabulary, and searching for ideas ince they are only exposed to the when coming to their class Hence, most students cannot use the language a successfully as expected, thus making courses fail to cater

‘engagement in language lessons,

Furthermore, leamers are different individuals with distinct language abilities and background knowledge Some may struggle to understand basic concepts, while traditional classroom encouraged students to progress at the same pace, leaving either fall behind If only they had more time and space to process the language, the situation would be different,

‘The situation shares the same patterns in Vietnam, with the dominance of linguistic difficulties Vo et al (2018) claimed that students attributed their difficulty

‘Trinh & Pham (2021) asserted that learners speaking performance was poor due to a lack of vocabulary and topical knowledge, which could be improved if students had invested time searching for leaming content and studying more outside their classroom context, In other words, in a traditional classroom model, students are not active and engaged in their learning process due to teacher-centered approaches, Similarly, Tran & Vi (2022) claimed that students lacked practice outside of their classroom but highlighted that besides improving vocabulary retention, spending pronunciation

Regarding the language center where I have worked for several years, itis no exception fo the general situation in teaching speaking in Vietnamese contexts Ithas fallen short of the original learning goals Specifically, the average score on the performance, most students reported obstacles when learning to speak in a traditional classroom, As mentioned carlier, their dil iculti {all into the four categories that students who study in traditional classrooms encounter, including affective, social, instructional, and linguistic difficulties This is because class time is used for lower

increasing anxiety and lowering their confidence In addition, a traditional classroom provides little space for individualized learning, allowing students to progress at their

‘own pace and abilities Most students have reported that if they are given more challenges and, as a result, improve their speaking performance They aspire to become more active and engaged in their learning

All things considered, it is time for the language center to consider adopting a new approach to teaching and learning Speaking, which is flipped learning This new model is expected to tackle all students’ difficulties in a traditional speaking class 1.3 Research Aims

The research was conducted to identify the effects of flipped learning on students’ speaking performance in speaking classes It also explored students" practicality of such an approach at a language e«

1.4 Research Questions er

‘The research was designed to answer the following questions

1) Towhat extent does the application of flipped learning in speaking classes affect participant students’ speaking performance? 2) What are learners’ atti ides toward the application of flipped

in their speaking classes?

1.5 Scope and Limitation of the Study

‘This study focused on the application of flipped learning as a teaching approach

in teaching Speaking for adult learners at an English center in Ho Chi Minh City The duration of 54 class hours, in nine weeks The subjects were three units 4-6 of the American Language Hub 3 textbook, published by Macmillan Education in 2020,

‘Two groups of learners were studied They were a non-flipped learning group (the control group) and a flipped learning group (the experimental group) The

attitudes toward the application of flipped learning,

1.6 Significance of the Study

‘This study aimed to offer insights into how Mipped learning affects students’ speaking performance and its relevance in education It contributes to teaching and learning both theoretically and practically

Regarding theoretical contributions, the study is one of few studies about the cficets of flipped learning on students” speaking performance in Vietnam, especially

‘on aspects of speaking Hence, this study provides more insights into the topie while becoming a part of the literature in the field

On the practical side, the study is conducive to all individuals involved, including students, teachers, school administrators, curriculum developers, and learning Speaking, which is flipped learning This model is expected to help improve knowledge and learning activities through self-study and preparation For English teachers, the study's result may inform them of a new approach to

For future researchers, this research’s result may be a foundation for further studies or relevant literature

‘The research comprises five chapters: introduction, literature revi

‘methodology, findings and discussions, conclusions, and implications Chapter 1 introduces the study generally It also introduces the background to the study, state of the problem, research questions, and aims before demonstrating the

is stated,

Chapter 2 discusses related literature tothe study It begins with the concepts of flipped classroom and flipped learning and examines the underlying learning theories

of flipped learning model and the merits and demerits of flipped learning before

presenting the procedure of flipped learning Following this, the study introduces the leaming Moreover, the section shows relevant literature on learners attitudes and speaking performance, both overseas and in Vietnam, are presented alongside previous findings on learners’ attitudes toward the application of flipped learning Finally, the theoretical framework of the current research is illustrated Chapter 3 illustrates the research’s methodology Specifically, it presents the research design, participants, the design of the traditional and flipped classrooms, reliability of the instruments

Chapter 4 reports and analyzes the findings of the study from the pre-test and post-test speaking tests and the questionnaire, It also discusses the effects of flipped learning on learners’ speaking performance and their attitudes toward the application, Chapter 5 summarizes the study's main findings before suggesting educational implications It also presents the study's limitations and recommendations for further research,

LITERATURE REVIEW The chapter examines previous studies relevant to the current research It begins with the definitions of the flipped classroom and flipped learning before section concentrates on the definitions of speaking performance and its aspects

on the effects of flipped learning on learners’ speaking performance in speaking research gaps The chapter ends with the theoretical framework of the study 2.1 The Concept of Flipped Learning

2.1.1 Definitions of Flipped Learning

2.1.1.1 The Flipped Classroom

The concept of flipped classroom was first brought to the table by King's (1993) recommendation for more efficient use of classroom time, indicating that rather than hhad leamed, the school should encourage students to engage in active meaning

"sage on the stage" but instead as a "guide by the side” (King, 1993, p 30) Mazur (1997) elevated this concept by developing a teaching approach called peer learning, their answers in a group setting, where they received feedback from the other groups the inverted classroom concept to accommodate their students’ diverse learning through the topic before class, referred to as a classroom flip Khan (2011) added them to YouTube so that his pupils can view them on their own time and practice innovative system that integrated all of the techniques mentioned by filming their

hands-on learning experience in the classroom with the assistance of their instructors Hence, in flipped classrooms, students gain tailored, interactive contact with their and constructivist learning, thus having more involvement in education outcomes

As a result, the English as a foreign language (EFL) classroom obtains a more communicative orientation The interaction would serve as the backbone of the flipped classroom technique is use’ students must consider their responses and develop their views Students enrolled in flipped courses may be more invested in their education due to their inereased involvement, development of teamwork skills,

‘and exposure to a student-centered learning environment

2.1.1.2 Flipped Learning

By giving a whole new experience, flipped learning further innovates the leaming process As with the flipped classroom, the initiative utilizes digital technologies to give instructor-ger crated content to students in the comfort of their homes, while class time is cooperatively used to teach the subject matter Learner self-efficacy (Bandura, 1977) and educator transformation are the two components

As for the former, being provided with the experiences necessary for intellectual latter component, the instructors must stay adaptive and receptive to respond most deeper leaming (Reagan, 2016) Additionally, they have to distinguish and lessons, which includes assessing students after they have demonstrated mastery of set performance goals,

This study borrows the definition of flipped learning by the Flipped Learning Network, which regards flipped learning as a pedagogical approach, including two learning area to the individual learning environment, Students are required to tackle

and speaking strategies prior to coming to the class Secondly, the in-class group space transforms into a dynamic, interactive learning environment where the participation in their courses In other words, during class, students are expected to learning product Then the cycle is repeated

2.1.2 Underlying Learning Theories of the Flipped Learning Model

As mentioned above, flipped leaming focuses on learners and their individual needs with active learning and student-centered approaches at its foundation (Faculty Focus Special Report, 2015) It views leamers as active agents who appropriate and and cultural artifacts Active learning is often associated with Jean-Jacques Rousseau's ideas that learning must occur in meaningful contexts relevant to leamers

‘This viewpoint was further refined by John Dewey (Dewey, 1896, as cited in Brown

& Lee, 2015), who proposed that students could acquire relevant knowledge in the very action Ina flipped class, learners view and read the materials before class at extend their role from passive learners into active instructors who develop learning strategies for dealing with the material provided

Following this, class time is allocated to group discussions and tasks to elaborate and consolidate their earning In other words, Mehring & Leis (2018) claimed that flipped learning allowed learners to work within their Zone of Proximal Development (ZPD) and discuss and expand their understanding with support from teachers and cognitive growth and knowledge acquisition These are backed up by Vygotsky's development occurs amidst interactions with others and the world (Vygotsky, 1981),

leaming, demonstrating different cognitive processes needed for successful leaming objectives, which involve remembering, understanding, applying, analyzing, the time is allocated to lower-thinking levels, including the first three, while students leaming allows leamers to progress fom lower-order thinking skills, including individual learning space with direct instruction from digital technology to higher- teachers guide along asthe students further analyze, evaluate the content and creating

4 learning product (Bergmann & Sams, 2012)

To sum up, flipped learning is underpinned by active learning, the social constructivism theory, and Bloom's taxonomy of learning In this way, students are instructor or teacher role while making meaningful connections between learned and skills, and flipped learning allows more clas time for these cognitive processes with swith the support of digital technology

Although there are benefits to flipped leaning, this approach does not go without drawbacks for teachers and learners As a result, the following section will

4 practical classroom context

2.1.3 Merits and Demerits of Flipped Learning

On the one hand, there are advantages brought by flipped learning First, leamers, especially the young generations, have grown up in a digital age equipped learmers as it is even seen as speaking their language (Bergmann & Sams, 2012) In

Students can process new knowledge at home at their own pace, pausing and repeating the video at any location or time

Moreover, with flipped learning’s foundation on active learning and social constructivism theory, learners can establish new identities in the flipped classroom learners It is also a social process in which students collaborate and the material being studied rather than with the instructor Class frequently gives students

‘mentor to other struggling students,

On the other hand, flipped learning also introduces obstacles and impediments for students and educators, including increased expectations for student workload (Mehring & Leis, 2018) Spe fically, if the tasks’ design and arrangement are incompatible with the learner level, adopting the flipped classroom will be critical, as students we required to manage multimedia assets in preparation for class If they lack motivation, they may neglect pre-class materials or fear teachers, flipping the classroom required substantially more preparation from face learning environment (Bennett, 2013)

‘To sum up, while there are concerns about flipped learning, the model facilitates learning with technology and a shifting focus on students as active participants Thus, the location, time, and rate of content absorption aids in improving academic subject matter (Talbert, 2016) As a result of these developments, flipped learning is worth the time and effort invested by both learners and course instructors

A traditional class includes two main steps: a face-to-face session in class and homework assignments after class When students tackle homework, they must framework The reality is that the order should be inverted In a flipped class, activities that are done in class, such as preparation for linguistic knowledge, are knowledge and further analyze or create a learning product, are handled in class That znew information and comprehending and applying the acquired knowledge Students then work collaboratively with peers and the teacher to extend their understanding Ina more detailed deseription, according to Bergmann & Sams (2012), a lipped class followed a procedure of three consecutive steps Firstly, learners watch the instructed to take notes, jot down questions, and summarize their learning Secondly, discussion about the video and content learned at home This aims to clear up any misconceptions and questions before these are practiced and applied Thirdly, learmers do the assignments for the day, which can be laboratory work, an inquiry the tutorial role of walking around and supporting learners if they have any struggles

To sum up, flipped leaming is considered beneficial to students’ teaming,

underpinned by three underlying theories: active learning, social constructivism, and step procedure, starting with learners’ individual leaming at home to in-class thinking skills Applying these theories above, the study investigates the effects of

‘examines the concept of speaking performance in this study

3.2.1 Definitions of Speaking Performance

‘The initial central theoretical model for assessing speaking (Hymes, 1972) proposed that communicative competence (CP) could be analyzed through four levels comprehension with temporal and processing obstacles), appropriate (language use

in various situations) and actually done (concerning convention and habit) However, for a more concrete and applicable model, Bachman & Palmer (1996) further two parts: language knowledge, which consists of grammar, textual and pragmatic knowledge, and strategie competence

Having said that, CLA never acknowledged individual skills as it believed all should be integrated to form Language Ability (LA), Conversely, ByGate (1987) viewed speaking as a process of planning, selection, and production To speak, leamers must process and select their information and interaction routines in various situations by negotiating meaning

‘This study borrows the definition of speaking performance from the research of Wael et al (2018), which defined speaking performance as oral communication that cntails using language to convey or exchange information Speaking performance is others It refers to how individuals communicate and receive feedback from one

another In other words, its emphasis was on the speaker's output to the listeners, 2.2.2 Assessing Speaking Performance

Speaking performance demonstrates not only the speakers’ linguistic but also their communicative competence, Therefore, Brown & Abeywickrama (2019) Vocabulary, Comprehension, Fluency, Pronunciation, and Task,

In the Grammar aspect, speakers demonstrate their control of grammar and structural accuracy of units, such as sentences, words, clauses, and phrases, to engage effectively in conversations with different practical, social, or professional topics,

effective use of grammatical structures and their accuracy in communication, The precision

As for Vocabulary, the breadth and degree of precision are considered when it comes to the use of vocabulary in speaking Speakers who understand and participate performance Also, using vocabulary is related to contexts with idioms, colloquiatisms, and cultural references

Another aspect is Comprehension, defined as learners’ ability to understand conversations to some extent with th individual expe 1t ranges from understanding simple questions and statements to getting the gist ofthe conversation

and speech at a regular rate This requires them to have contextual knowledge

alongside the ability to understand, collect information and share some from the discourse

Regarding Fluency, this spect considers speakers ability to produce the spoken language without hesitation, Simply put, students can speak quickly and

automatically but still ensure Comprehension for listeners The degree of Fluency

also shows speakers’ confidence to handle a variety of topics

Regarding Pronunciation, it refers to how sounds are produced, which can be

assessed by the intelligibility and accuracy of oral production If speakers convey censure effective communication, they are competent in pronunciation Last but not least, the aspect of Task is also considered Speakers ability to

participate effectively in any conversations on practical, social, and professional

topics will be assessed More capable speakers of English can respond appropriately

in unfamiliar scenarios with a suitable degree of formality In other words, they can

achieve the tasks’ targets and complete them without support from the examiner

In the same vein, Bailey (2020) proposed five criteria for asses ing speaking involving Pronunciation, Grammar, Vocabulary, Flueney, and Appropriacy All the

appropriately in different contexts, it is comprehended in the same way as Appropriacy

To sum up, two overlapped aspects, Grammar and Vocabulary and Pronunciation, are found in Brown & Abeywickrama’s (2019) and Bailey's (2020) Abeywiekrama, 2019) and Appropriacy (Bailey, 2020), these will be merged into one appropriately in specific social situations The component of Fluency is also integrated into the aspect of Intera ion, which investigates leamers' ability to

‘maintain social exchanges Hence, the current study has four aspects of speaking performance: Content, Grammar and Vocabulary, Pronunciation, and Interaction, 2.2.3 Teaching Speaking with Flipped Learning

Flipped learning is facilitated by leamer-centered instruction (Brown, 2018) as

it satisfies learner-centered te ing, proposed by Weimer (2013), addressing leamers' needs in five different aspects: the power balance, the function of content, processes As a result, teaching speaking with flipped learning is equivalent to

‘ensuring the characteristics of learner-centered teaching, Specifically, concerning the learning decisions They need to feel a sense of authority over learning objectives,

to Bergmann & Sams (2012), flipped learning gave away the altention to teachers and

concentrated on learners, It considers learners’ needs, wants, and situations, so the goals of a language course and each lesson’s objective are tailored accordingly Students are provided with ample materials and select what piques their interest to

‘own pace Teachers provide ample opportunities to practice linguistic forms and

given the power they can handle to take accountability for their learning, Regarding contents function, content is the focus in traditional classrooms However, a flipped class, which promotes a learner-centered environment, includes

‘2 dual function for content: establishing a base of knowledge and fostering learning,

In other words, content is not just the learning outcomes but also the means for

of learning To illustrate, they are exposed to learning content before class to form, this, Ramirez (2018) stated that flipped leaming promoted student-centered active actively engage in meaningful learning through interpretation, expression, and negotiation of meaning in social contexts,

As mentioned above, with flipped learning, teachers’ roles are facilitators and interdependent participants to organize resources and guide classroom procedures encourage students to learn from peers, and give constructive feedback Meanwhile,

to take responsibility for their learning in a flipped class Specifically, they contribute classroom while viewing themselves as autonomous learners, Lastly, the purpose of evaluation in a flipped classroom is to generate grades and promote learning, In other words, students can develop skills of self and peer and standards to suggest ways for learners to improve their performance Those are also help alleviate students’ anxiety about evaluation by focusing on learners’ learning processes

‘To sum up, teaching speaking with flipped leaming requires learner-centered instruction involving five characteristics, Firstly, power is shared between teachers

Secondly, content is also used for learning, developing learning skills, and promoting, their teachers being the facilitators Fourthly, leamers must take responsibility for their learning and contribute to establishing the class atmosphere Lastly, the primary type of evaluation is formative assessment, with feedback facilitating learning, Clear

‘minimized,

All points considered, leamers are the center of the learning proc

{lipped classes, which makes the application only possible if their attitudes toward

is essential In addition, the research attempts to find out learners’ attitudes toward applying flipped learning from previous studies

{In language education, learners! attitudes consist of three components which are behavioral, cognitive, and afte ive (Wenden, 1991), While the behavioral aspect

‘examines their tendencies to adopt certain learning behaviors, the cognitive construct made of students’ feelings and emotions toward their learning In terms of the situations As suecessful learners, students are expected to adopt learning behaviors

(2009) also claimed that these students are eager to acquire knowledge and skills and apply them in solving real-life problems while engaging emotionally

‘This study explores learners’ attitudes with the three components: behavioral cognitive, and affective, each of which addresses a significant influence on learning success, Specifically, the first construct examines learners’ actions and behaviors; the

‘emotions and fee! 1gs regarding applying flipped learning

2.4 Previous Studies

Since flipped learning was first considered a new and promising teaching approach for second language learning two decades ago, numerous studies have been and learners' perceptions of flipped learning implementation This is evident in Ngo perceptions are generally positive and encouraging Specifically, teachers regarded performance However, the before-class preparation only works well with adult students, they reacted with high positivity, appreciation, and excitement, especially concerns have shifted toward the real effects of flipped learning on leamers' speaking performance in recent years

24.1 Overseas Studies

Most research has been conducted on non-major English learners who joined the courses for communicative purposes disclosed that flipped learning improved test and post-test is statistically significant Specifically, in Li & Suwanthep's (2017) and their attitudes towards the application, after 12 weeks of receiving flipped

improvement in speaking skills than those of the control group However, the

of speaking improved during the research is still being determined In addition, students attitudes were generally positive Specifically, as forthe cognitive construct, they could prepare forthe class beforehand and had sufficient time to lear linguistic

‘majority of students preferred flipped instruction to traditional methods However, the behavioral domain of attitudes was not examined in this study AAs for students specializing in English Language Teaching, the situation remained the same The flipped instruction-based syllabus was claimed to be

‘Cakur (2017) specified four domains of speaking performance, namely Grammatical range and accuracy Lexical resource, Fluency and coherence, and Pronunciation After eight weeks of applying flipped learning for learners from the English Language

‘group developed their speaking performance significantly regarding all aspects: Fluency, Coherence, Vocabulary, Grammar, Pronunciation, and Accuracy It was dimension since learners could adjust their leaming pace and rewatch the video attitudes toward flipped instruction, although the study failed to elaborate on specific attitudes aspects

Similarly, Othman & El-Hallim (2018) considered flipped learning remarkably effeetive in promoting the speaking skills of junior students at the Faculty of Specific and accuracy, Vocabulary, Fluency and coherence, and Pronunciation Like Kéroglu

actively and freely, and the dis ssigned before class equip leamers with the background knowledge needed for speaking activities in class It was also noted that cooperative environment of a flipped classroom However, the specific aspects of attitudes were not discussed

‘Similarly, studies on the effects of flipped learning on speaking performance in the following years indicated contrasting findings Most strikingly, with a sample of research instruments, including a speaking skills checklist, oral tests, questionnaires, experiment, students showed noticeable progress in Pronunciation, Grammar, and the feedback students received in class Specifically, leamers could use more accurate Grammar, and their Lexical resources wei improved As for Fluency, the ideas were conveyed clearly and smoothly while being understood with fewer errors Comprehension and Content Comprehension was also facilitated, with students terms of Content, the learners could include the required information while following

iđky (2019) provided more insights into students’ attitudes toward the flipped classroom The the format of oral presentations Compared to the previous studi leamers reported the most positive attitudes in the affective aspect with students! centhy iasm towards the flipped classtoom since most of them showed satisfaction with the accessibility of resources, which allowed them to listen and learn at their classes due to the clear guidance and suitable materials Hence, during the learning willingness to discuss and work on presentations and projects with peers

quantitative methods with several search instruments, ranging from speaking tests although the flipped mode! enhanced learners’ speaking performance in a state Fluency, it did not contribute to Pronunciation, Students’ lack of listening strategies appreciated the rich and interactive input for its accessibility, personalization of and confidence On the affective side, however, they perceived the topics boring learning helped them overcome their negative feclings towards speaking As a result, assignments This corresponds to the demerit of flipped learning mentioned by

‘was modest compared to other research

With similar results, Abdullah et al (2019) posited that the speaking performance of undergraduates at a university in Malaysia improved significantly Flipped learning developed students’ speaking performance regarding Grammatical range and accuracy, Lexical resource, and Fluency and Coherence, However, the positive behavioral attitudes towards their learning process, demonstrating increased lessons carefully before class However, on the emotional side, they were reluctant 10 beginning of the course As for the cognitive aspect, the students also accepted the which contradicted Yegilinars (2019) findings,

Unlike previous research, which demonstrated the significant effects of flipped learning, Saputra etal, (2020) postulated that the approach showed a medium impact,

precise and well-organized language with appropriate word choices However, the

there was no evidence indicating students’ attitudes towards the application except the obstacles mentioned, involving a lack of digital literacies required to access online leaming material, which hindered some students from obtaining the resources As a result, the process of a flipped class was not guaranteed, with no specification of speaking performance aspects

In contrast, with a more substantial sample of 63 students, Dasa et al (2021) concluded that the developments in 12th-grade students speaking performance inthe confident and comfortable asking and discussing questions with their teachers and leamers' interest and active engagement in the learning process since all individuals preparations they could leam at their own pace and learning styles However, like Saputra et al (2020), it needed to be clarified regarding the improved aspects of speaking performance This study also did not draw any conclusions concerning learners attitudes toward the research,

Ina study conducted in Thailand, focusing on investigating the effects of flipped leaming on sophomores’ Pronunciation during 12 weeks, Khasanah & Anggoro EI-Hallim (2018) and Sidky (2019) that learners! Pronunciation showed considerable

‘opportunities to practice in class with feedback and support from teachers and peers attitudes toward flipped learning than traditional models, Despite students! being learning platforms was still considered unfamiliar and challenging to them Hence,

pose any notable influence on their speaking performance,

‘There was only one study, Pratiwi et al (2022), in which the effects of flipped leaming on students’ vocabulary were moderate compared to the considerable Pronunciation, This research was conducted with a sample of 48 first-year students practices inside and outside the classroom, However, it was unclear how students

in learning speaking in terms of the behavioral domain of attitudes Also, there are limits to this study since the experiment ineluded a short period of in-class time with only 8 hours and only one group of learners observed with no significant conclusions

‘on students attitudes

To sum up, most overseas research indicates that flipped learning affects students’ speaking performance significantly, facilitating all domains of speaking, including Content, Grammar and Vocabulary, Pronunciation, and Interaction, However, the results were inconsistent in the aspects of Pronunciation and section, they reported similar benefits and drawbacks of flipped learning as unsuccessful due to learners’ lack of digital literacy and accessibility Hence, despite speaking performance, these research studies have called for more elaboration on leamners' attitudes, only the generally positive trend was given in all studies, which cognitive, and affective

24.2 Studies in Vietnam

Although flipped leaming has been researched vigorously worldwide, there are few studies about the subject, with the existing majority focusing on teachers’ and

‘with no indicators of assessment criteria,

the south,

In 2017, a study with 30 undergraduates at a university in Can Tho,

of Vietnam, Tran (2017) utilized questionnaires and interviews to examine the effects

of flipped learning on students’ performance and their attitudes, It was claimed that Vocabulary and Pronunciation However, the results were solely from students” also positive as they appreciated the flexibility of flipped learning with accessible leam speaking, which resulted in greater engagement and confidence in their learning Nevertheless, some were dissatisfied with the limited interaction among peers as the course lasted only five weeks

‘Tran & Nguyen (2018) further refined the effects of a flipped classroom on learners’ speaking performance by employing speaking test scores besides

60 leamers, The research also included five assessment criteria on Pronunciation, Grammar, Vocabulary, Content, and Fluency The report demonstrated that students control group However, it remained unknown which criteria were most improved

As for attitudes, students highly appreciated flipped instruction since it integrated satisfied with the model However, learners’ behavioral altitudes were not discussed

of speaking were not included Unlike the shortage of evidence on students’ speaking performance and Tran & Nguyen’s (2018) findings, learners’ behavioral attitudes

‘were addressed with students’ being more active in their selection of learning styles, However, the other two domains of attitudes were missing in this study Providing more insights into the domains of attitudes, Nguyen et al (2019) postulated that the flipped classroom model significantly facilitated third-year students” positive attitudes and confidence al a university in Ho Chi Minh City Specifically, after nine weeks of the experiment, students in the flipped class appreciated the ample opportunities to interact with peers and pra both inside and outside the classroom given by the model They also became more e new language interested and confident in their learning Hence, they tured into active learners previous research in Vietnamese contexts

However, with all the studies discussed, the results found on students attitudes

‘were described in general conclusion rather than leamers' attitudes regarding

& Nguyen (2020) conducted a study with 37 third-year students in 9 weoks at a large positive in all domains In particular, the responses in the affective domain were very learning in their before-class preparation, which allows them to view the content and leam at their pace As a result, they preferred flipped instruction because, thanks to learning in class On the behavioral side, they participated frequently and robustly in

themselves as active contributors to the lessons instead of passive leamers in previous

to stay focused on learning activities

Although the bulk of studies has been allocated to the effects of flipped learning fon students” attitudes, Truong (2022) confirmed the findings of Tran & Nguyen Can Tho City, in the south of Vietnam, After 15 weeks of applying flipped learning leamers in the flipped class achieved higher speaking scores on Accuracy of competence in linguistic knowledge and developing speaking content Their speaking

scores also increased more than the control group, thus proving that flipped learning interviews disclosed that students” attitudes toward the model were positive in all and enjoyment in learning activities in the flipped class and the videos in particular

Cognitively, they also believed that flipped learning could improve their speaking and stable Internet connection As for the last component, the research did not discuss behavioral attitudes,

Further consolidating previous literature on students’ attitudes towards the application of flipped learning, using a questionnaire with 99 students in Vietnam, positive since the tediousness of traditional instruction was replaced by more exciting and enjoyable learning activities Learners also perceived the model as valuable and engaged in discussions with peers and their individual learning However, they did not believe their speaking performance was ofits highest quality after the experiment,

To sum up, a few studies in Vietnam reported the positive impacts of Mipped leaming on leamers speaking performance Specifically, students improved their

conducted in the same location, Can Tho city, none examined the aspect of and whit aspect has been facilitated the most Regarding learners! attitudes toward the application, apart from Tran & Nguyen (2020), which provided a comprehensive others gave only general descriptions, demonstrating the participants’ positive viewed themselves as more active and engaged in learning activities However, some

‘were hesitant since they needed more digital literacy, a stable Internet connection, all researchers encouraged the use of flipped learning in speaking classes 24.3 Research Gaps

From the literature review, it is clear that considerable gaps need further elaboration or research Firstly, research on the effects of flipped learning on students’ speaking performance in Vietnam is scarce, especially when it comes to the impacts

of flipped learning on individual aspects of speaking performance: Content, Grammar and Vocabulary, Pronunciation, and Interaction, as evident in Li & Suwanthep

is necessary to specify the assessment tasks or progress on each aspect of speaking performance

Secondly, the effects of flipped leaming on learners’ pronunciation are still controversial as the findings are contradictory, as observed in Köroglu & Caler

al, (2019), Pratiwi et al, (2022), and Tran & Nguyen (2018) This study will consolidate the results in this aspect

Furthermore, studies about the effects of flipped learning on learners’ speaking performance in Vietnamese contexts were scarce In other words, the current study context, which is in another city and speaking classes

hhas addressed all aspects, including behavioral, cognitive, and affective domains Hence, the current study aims to bridge all the mentioned gaps to provide a more performance and attitudes toward the implementation

2.8 Theoretical Framework

‘The study employs the following theoretical framework in investigating the cffects of flipped leaming on learners’ speaking performance and attitudes toward the (Bergmann & Sams, 2012): (1) Individual leaming, in which learners watch the video learning, in which there is @ discussion about the video and content learned at home, which highlight higher-order thinking skills

coment Promociones | Behav! | | Cognitive | Affective

In terms of underlying learning theor ‘lipped learning established its foundation on active learning (Dewey 1896, as cited in Brown & Lee, 2015), the social constructivism (Vygotsky, 1978), and Bloom's taxonomy of learning appropriate and internalize the new language through making meaningful

‘material, social cons tuetivism theory promotes interaction with others to help leamers reach within their ZPD Through this lens, flipped learning is regarded as a pedagogical approach that facil tates the construction of new knowledge through