The effects of the flippedclassroommodel on efl students’ grammaticalaccuracy at a vietnamesehighschool

Therapid development of informationtechnology and the trend of blended learning provide newopportunities topromotegrammar learning and teaching through methods such as the flippedclassro

MINISTRY OF EDUCATION AND TRAININGCAN THO

UNIVERSITY

LE THI THUY KIEU

THE EFFECTS OF THE FLIPPEDCLASSROOMMODEL ON EFL STUDENTS’ GRAMMATICALACCURACY AT A

VIETNAMESEHIGHSCHOOL

MASTER OF EDUCATION PROGRAM: PRINCIPLES AND METHODS IN

ENGLISHLANGUAGEEDUCATION

2024 MINISTRY OF EDUCATION AND TRAININGCAN THO UNIVERSITY

LE THI THUY KIEU

To complete this research, I received tremendous assistance frommanywonderfulindividuals

in many meaningful ways On this occasion, I would like toexpressmysincerest gratitude toall of them

First and foremost, I would like to express my deep gratitude to Associate ProfessorDr Nguyen

Duy Khang, my supervisor, for his dedicated guidance andspiritualsupport throughout my

research process His valuable guidance and encouragementhave been indispensable Without hismotivation and drive, my master's thesiswouldnot have been completed on time

Secondly, I would like to extend my thanks to all my English lecturers at CanThoUniversity andUniversity of Foreign Languages - Hue University, who providedmewith beneficial lessonsthroughout this MA course

Additionally, my heartfelt thanks go to my students and colleagues at NguyenTraiHigh School

in Ben Tre Province for their enthusiastic participation and support inmyresearch

A special thanks to my closest friends in the Master's English Cohort 29 Theyalwaysencouraged,supported me during difficult times, and offered valuable feedbackthroughout the thesis process.Finally, I owe everything to my family, especially my husband, who was alwaysbymy side,providing emotional support and taking care of our young daughter whileIparticipated in thiscourse and completed my master's program

i

TÓM TẮT

Giảng dạy ngữ pháp tiếng Anh thông qua mô hình Lớp học đảo ngược, đặcbiệtlà trong kỷnguyên công nghệ 4.0, đang phát triển và thu hút sự chú ý đángkể, bằngchứng là nhiều nghiêncứu trong những năm gần đây Để có được những hiểubiết sâusắc hơn về mô hình đổi mới này,nghiên cứu này điều tra tác động của nóđối với độchính xác ngữ pháp của học sinh EFL (TiếngAnh như một ngoại ngữ) tại một trườngtrung học phổ thông Việt Nam và thái độ của các em vớiphương pháp này.Tổngcộng67 học sinh lớp mười đã được chọn và chia thành hai nhóm: Nhóm1(N=33)vàNhóm 2 (N = 34) Sử dụng thiết kế các phép đo lặp lại, nghiên cứu đã triểnkhai haigiaiđoạn can thiệp với hai điều kiện: Lớp học đảo ngược và lớp học truyềnthống, sửdụng cùng mộtchương trình giảng dạy những thay đổi thứ tự các phươngpháp Thuthập dữ liệu bao gồm ba công

cụ: bài kiểm tra ngữ pháp, bảng câu hỏi và phỏngvấnbán cấu trúc, tất cả đều được điều chỉnh đểphù hợp mục tiêu nghiên cứu.Kết quảchỉra rằng những học sinh tham gia trong nhóm khi áp dụngLớp học đảo ngượccóđiểmkiểm tra ngữ pháp cao hơn đáng kể so với những học sinh ở nhữngnhómtrongthờiđiểm không điểm không áp dụng Ngoài ra, kết quả phân tích dữ liệu bảngcâuhỏivàphỏng vấn cho thấy học sinh có thái độ rất tích cực với việc sử dụng mô

hìnhFlippedClassroom trong việc học ngữ pháp Nghiên cứu đưa ra các khuyến nghị

chogiáoviên,người học và quản lý trường học để nâng cao việc dạy và học ngữ pháp tiếngAnh,đặcbiệt là ở Việt Nam

Từ khóa: Mô hình Lớp học Đảo ngược,Chính xác về ngữ pháp, HọcsinhhọcTiếng

on the grammatical accuracy of EFL(EnglishasaForeign Language) students at a Vietnamese highschool and their attitudes towardthismethod A total of 67 tenth grade students were selected anddivided intotwogroups:Group 1 (N = 33) and Group 2 (N = 34) Using a repeated measures

design, thestudyimplemented two intervention phases with two conditions: Flipped

ClassroomandTraditional Classroom, using the same curriculum but changing the order

ofthemethods Data collection included three instruments: grammar test,

questionnaireandsemi-structured interview, all of which were adapted to the research objectives.Theresults showed that students who participated in the Flipped Classroomgrouphadsignificantlyhigher grammar test scores than those in the non-FlippedClassroomgroup In addition, the

analysis of questionnaire and interviewdata showedthatstudents had very positive attitudes

towards the use of the Flipped Classroommodel inlearning grammar The study provides

recommendations for teachers, learnersandschool administrators to improve the teaching andlearning of Englishgrammar,especially in Vietnam

Keywords: The Flipped Classroom model, grammatical accuracy, EFLstudents

iii

TABLE OF CONTENTSACKNOWLEDGEMENTS iTÓM TẮT

iiABSTRACT

iiiDECLARATION

ivTABLE OF CONTENTS vLIST

OF TABLES viiiLIST OF FIGURES ixLIST OF

ABBREVIATIONS xCHAPTER ONE: INTRODUCTION 1

1 1 Rationale 11 2Research aims 31 3 Researchquestions 31 4 The significance ofthe study 31 5 Thesis Organization

4

CHAPTER TWO: LITERATURE REVIEW 52 1

Grammatical accuracy 52.1.1

Definitions of grammatical accuracy 52.1.2 The

significance of grammatical accuracy in language learning 62.1.3 Components ofGrammatical Accuracy 72.1.4 Justification of the concept “Grammatical Accuracy” in the present study

82.1.5 Problems ofGrammatical Accuracy in Language learning 82.2 The Flipped ClassroomModel in Language Teaching 92.2.1 The original of Flipped

Classroom Model 92.2.2 Definitions of Flipped ClassroomModel 102.2.3 Models of Flipped

Classroom 112.2.4 The benefits of implementing theFlipped Classroommodel 132.2.5 Challenges of implementing the Flipped

Classroommodel 142.2.6 The roles of teachers in Flipped

Classroom 152.2.7 The roles of students in Flipped

Classroom 162.2.8 Theoretical framework for the Flipped

Classroommodel 172.3

Attitudes 192.4 Relatedstudies 202.4.1 Related studies

on the effects of the flipped classroommodel onEFLstudents’ grammar learning

202.4.2 Related studies on the student'sattitudes towards the use of the Flippedclassroom

model 222.5 Summary

24

v

CHAPTER THREE: RESEARCH METHODOLOGY 253 1

Research questions and hypotheses 253 2

Research design 253 3

Context 273 4

Participants 273 5

Materials and treatments 29

3.5.1 Textbook used for the course 293.5.2 Materials

for treatment 293 6 Research

instruments 313.6.1 Grammar

tests 313.6.2Questionnaires 363.6.3 Semi-structured

interview 383 7 Data collection

procedures 393 8 Data

analysis 423 9 Summary

43CHAPTER FOUR: FINDINGS 444.1 The effects of the flipped

classroom model on EFL students’ grammatical accuracy 444.1.1 Participants’

grammatical accuracy after the First phase of the intervention 454.1.2 Participants’

grammatical accuracy after the Second phase of theintervention 484.2 Students’ Attitudes

towards the use of flipped classroommodel in Grammarlearning

51CHAPTER FIVE: DISCUSSION AND CONCLUSIONS 585 1 Summary of key findings

of the study 585 2Discussions 585.2.1 The effects

of the flipped classroom model on EFL students’ grammatical accuracy

585.2.2 EFL students’ attitudes towards

the use of the flipped classroommodel615 3 Pedagogicalimplications 625 4 Limitations and

suggestions for further research 635.4.1Limitations 635.4.2 Suggestions for

further research 645 5

Conclusions 64REFERENCES

66APPENDICES 70APPENDIX

70APPENDIX2 72APPENDIX

3 76

viAPPENDIX

Table 3.6: Revisions of Test items based on the Pilot test results ……… 35Table3.7: Summary of the questionnaire ……… 37Table 3.8:Summary of the semi-structured interview ……… 38Table 3.9: Theprocedure for grammar teaching in two groups ………41

Table 4.1: Participants’ grammatical accuracy before the intervention …………44Table 4.2:

Results of the Independent Samples Test for grammatical accuracyPretest

……… 45Table 4.3: Descriptive

Statistics for participants’ grammatical accuracy after Phase 1

………45Table 4.4: Results of the

Independent Samples Test for the grammatical accuracyMid-test

……… 46Table 4.5: Differences between

two groups from the pretest to mid-test (phase 1) …

………47Table 4.6: Descriptive Statistics

for participants’ grammatical accuracy after Phase 2

………48Table 4.7: Results of the

Independent Samples t-test for the grammatical accuracy Post-test

………49Table 4.8: Differences between two

groups from the mid-test to post-test throughPair Sample T-test

………49Table 4.9: Descriptive statistics of

students’ attitudes towards the use of the Flipped Classroom model

………51Table 4.10: Compare the mean score of students’

attitudes towards the use of theFlipped Classroom model with the high level

in Oxford’s framework … ……… 52Table 4.11: Students’

attitudes towards Flipped Classroom preferences andmotivation

………52Table 4.12: Students’ attitudes towards the effectiveness and benefits of the Flipped Classroom

………53Table 4.13: Students’ attitudes towards the effectiveness of learning materials inthe Flipped

Classroom ………55Table 4.14: Students’ attitudes towards the challenges and suggestions in implementing the

Overview of the Course Layout on Edpuzzle Classroom………40Figure 4.1:

Grammatical accuracy Improvement of two groups after Phase 1…… 47Figure 4.2:

Grammatical accuracy Improvement of two groups after Phase 2…… 50

ix

LIST OF ABBREVIATIONS

EFL English as a Foreign Language FC Flipped Classroom IT Information

Technology L1 First language

L2 Second language

CHAPTER ONE INTRODUCTION

Chapter one introduces the rationales underlying this current study This chapterinclude five main parts: the rationale, the aim of the study, the research questions, thesignificance of the study, and the organization of the study.

1 1 Rationale

Learning English is becoming increasingly necessary for communicationandwork in aninternational environment However, to master English, learninggrammaris a very important and

necessary element, making it an important component ofEnglish as a Foreign Language (EFL)instruction In Vietnam, English is a compulsorysubject, so the challenges regarding teachinggrammar are particularly evident Inthissection, the researcher will discuss the important role ofgrammar and the difficultiesin teaching grammar, which lead to the need for effective learningmethods Moreover,the impact of technological advancements and the trend toward

blendedlearning—especially the potential benefits of the flipped classroom model for

teachingandlearning English grammar—are highlighted, along with the alignment of this

approachwith Vietnam's 2018 High School English Program

English grammar plays a vital part in improving learners' English languageskills.Therefore,

it is very important and necessary to learn grammar, which helps studentsmaster English andcommunicate accurately A grammar lesson supplies studentswiththe rules and structures required

to form correct sentences and conveymeaningaccurately Without a good understanding of

grammar, students may have difficultyexpressing themselves clearly and coherently in Englishcommunication Grammarrules are extremely complex, but students need to learn themto

communicateeffectively According to Lightbown and Spada (2013), grammar forms the

foundationon which other language skills are built, making successful teaching of

grammaressential for students to achieve fluency and accuracy in English This

primaryroleemphasizes effective teaching strategies to ensure that students not only

learngrammarrules but also apply them correctly in a variety of contexts However,

Englishteachersstill deal with significant challenges in teaching grammar, especially in

environmentswith limited resources and professional training opportunities, such as rural

secondaryschools Additionally, teaching grammar often requires clarity and

understandingininstruction and practical application The further complex challenge is

thevaryinglevels of grammatical proficiency and engagement of students In fact,

teachersinVietnam often face difficulties such as being influenced by traditional teachingmethods

of rote learning and under pressure in teaching for exampreparation, whichcan reduce the

effectiveness of grammar teaching (Larsen-Freeman, 2001) Therefore,it is essential to discover aproductive and innovative teaching approachthat attractsstudents' attention and makes grammarlearning more suitable and practical

In the current educational context, the rapid advancement of informationtechnology hassignificantly changed educational activities, and is increasinglybecoming an indispensable part

of the language teaching and learning process Usingtechnology in education brings many

advantages such as diverse learningmaterials,

1increased opportunities for personalized instruction, and engaging

studentsininteractive and dynamic learning experiences (Hattie, 2021) Specificallyfor

Englishlanguage learning, there has been the emergence of blended learning models,

andoneof these forms is the flipped classroom model, which has many potential

advantages.Blended learning is the integration of both face-to-face and online

learningexperiences This model leverages the strengths of both traditional and digital

learningenvironments, allowing educators to create more engaging and

personalizedinstructional experiences Research has shown that blended learning

canleadtoimproved learning outcomes, increased student engagement, and greater

satisfactionwith the learning process (Horn & Staker, 2019) Through technology,

teacherscaneffectively supplement classroom instruction, providing students with

animmersivelearning experience The Flipped Classroom (FC) model, in particular,

representsaspecific manifestation of blended learning, in which traditional

instructional methodsare reversed In a flipped classroom, students are first exposed to

newcontent throughinstructional videos or online resources outside of class, leaving

classroomtimeforinteractive activities, problem solving, and application of previously

learnedmaterial(Bergmann & Sams, 2012) This approach aligns with the goals of

enhancingactivelearning and student-centered instruction Research by Kimet al.,

(2014) showsenhanced learning outcomes and improved student engagement.In

general, theflippedclassroom model has potential benefits in English language

teaching, particularlygrammar

Currently, Vietnamese education is implementing the 2018 High School

EnglishProgram (MOET,2018), which means that effective grammar

learningmethods,ensuring students can communicate well and be fluent in the

language are tomeet itsgoals Therefore, it is necessary for teachers to make learning

more interestingandengaging by applying technology and specifically the Flipped

Classroommodel toteach grammar Through this model, students can take

responsibility for their ownlearning and improve their critical thinking and

independent learning skills, whichisinline with the focus of the current education

program In addition, when studentsareactively involved in learning grammar in a

flipped classroom, theyhavetheopportunity to use grammar in real-life situations and

feel that learning is meaningfuland they will take more responsibility for their

learning

Besides, the current study is also motivated by existing research gaps First, thestudy

lacks a focus on long-term effects of the flipped classroom(FC) model

Whileshort-term gains in grammatical competence are documented, there is

littleevidenceregarding whether these improvements are sustained over time (Mahmud

et al., 2023).Another significant gap is the lack of differentiation based on individual

learnerdifferences Current research treats students as a uniform group, ignoring

howvaryinglevels of motivation, learning styles, and prior English proficiency might

influenceoutcomes (Dincer & Polat, 2022) A more detailed exploration of these

differenceswould offer insights into how the FC model could be adapted to cater

todiverselearners Additionally, the study does not provide enough qualitative data,

suchasstudent reflections or interviews, which could shed light on students’

perceptionsofthe flipped classroom model (Trang, 2023) This would help capture

non-academicfactors such as anxiety or engagement levels that may affect grammar

learning Thereis also limited focus on how the FC model aligns with the objectives

outlinedinthe2018 English curriculum, which emphasizes communicative competence

andactive

2learning strategies Exploring whether the flipped classroomsupportsthesepedagogical

goals, particularly in real-world communication, remains underexplored(Phung & Yen,

2022) Finally, while technology is central to the FCmodel, thestudylacks a detailed

analysis of which technological tools best support grammaticallearning in the Vietnamesecontext, where access to high-quality digital resourcesmayvary Addressing these gaps

would provide a more comprehensive understandingofthe FC model’s effectiveness

In summary, with an integral role in language proficiency, grammar learningneeds

effective teaching strategies to ensure students achieve fluency andaccuracy.Focusing on therequirement for innovative approaches that engage students andmakelearning more relevant todeal with the inherent difficulties in teachinggrammar,especially in resource-constrained

settings from perceptions of the students andtheirfamilies as well as the school facilities Therapid development of informationtechnology and the trend of blended learning provide newopportunities topromotegrammar learning and teaching through methods such as the flippedclassroommodel.By changing the first phase in the learning process to pre-class activities athomeandleveraging classroom time for application and interaction, the flipped

classroommodeloffers a promising solution to improve grammatical accuracy As

Vietnamimplementsthe 2018 High School English Curriculum, integrating such effective

methodsisinline with the program’s goals and addresses the challenges in grammar teaching.Thisapproach not only fosters self-directed learning and critical thinking but

alsousestechnology to enhance grammar instruction, thus supporting the overall

2 What are the EFL students’ attitudes towards the use of the

FlippedClassroommodel in grammatical accuracy learning?

1 4 The significance of the study

The researcher believe that the current study will bring a variety of benefitstheEFL

teachers and learners in language learning

First of all, this study has great significance in contributing to effectiveEnglishteaching inVietnam in the context of the new English curriculum2018 As Englishisstill a compulsorysubject, the need for innovative teaching methods becomesmoreurgent to address issues such asdiverse levels of students and improvelearners' language proficiency In the flipped classroom,students are provided withmaterialstoprepare in advance and review grammar concepts at theirown pace throughvideolectures and other online resources outside the classroom, which

createsmore

3activities for students to learn independently and also helps to address differentlanguage levelsamong students (Thai et al., 2021)

Furthermore, the 2018 General Education Program emphasizes the developmentof

communicative competence, integrating the four language skills - listening,speaking, reading andwriting while still focusing on grammatical accuracy, inlinewith the FC model approach, whichemphasizes active learning and classroompractice,providing students with opportunities to applygrammar rules in meaningful contexts,thus strengthening their understanding and accuracy.Therefore, it is very helpful intheVietnamese high school context, where students often facesignificant pressuretoperform well in exams that test a lot of grammar knowledge (Nguyen,

2017)

In addition, the FC Model can help bridge the gap between rote learningandpractical

application, encouraging students to engage more deeply with thematerialand develop strongerEnglish grammar skills The findings fromthis studymayprovide valuable insights for educatorsand policy makers as they seek toimplementand refine new curricula, especially in rural areaswhere resources andtrainingopportunities may be limited.

In conclusion, this study on the impact of a flipped classroommodel onthegrammatical accuracy

of EFL students in a Vietnamese high school is significant inproviding potential solutions to thechallenges of traditional grammar teachingandcontributing to the broader effort to improve

English language education inVietnam

1 5 Thesis Organization

Chapter one introduces the rationale for the study Besides, this chapter clarifiesthe

research aims and objectives while posing pertinent research questions regardingthe

effectiveness of the Flipped Classroom model and student attitudes towarditsimplementation.Significance is attributed to the study's potential impact onenhancinggrammatical accuracy

among EFL students

Chapter two delves into a thorough literature review, explaining keyterms, suchas

grammatical accuracy and the Flipped Classroom model, and examiningrelatedstudies to

contextualize the research

Chapter three in terms of research methodology details the study's context,design,

participants, materials, instruments, data collection procedures, analysismethods, and studyplan, ensuring transparency in research methodology

Chapter four presents the findings, analyzing students' grammar

performanceandattitudes toward the Flipped Classroom model

Chapter five which relates to discussion and conclusion synthesizes thestudy'sfindings,engages in discussion, outlines pedagogical implications, identifieslimitations, and concludeswith insights and recommendations

4

CHAPTER TWO LITERATURE REVIEW

This chapter examines how the Flipped Classroom model af ects Vietnamesehigh school students' grammar skills in English It reviews dif erent studiestounderstand the theory, evidence, and practical impact of using the FlippedClassroomin language teaching By discussing ideas like grammar accuracy, theFlippedClassroom, and attitudes toward using technology for

learning, this chapter aimstocreate a strong theoretical base for the study It also combines

existing researchonEnglish grammar, the Flipped Classroom model, and other related studies toplacethecurrent investigation in a wider academic context This exploration will

giveususefulinsights into how this model can help improve students' grammatical

accuracyinEnglish This review is an important part of the study, setting the stageforlaterchapters where we will discuss research methods, findings, and conclusions.

2 1 Grammatical accuracy

In this part, the researcher reviews concepts in term of grammatical accuracy,includingdefinition of grammatical accuracy, the significance of grammaticalaccuracy, components ofgrammatical accuracy, and problems of grammaticalaccuracy

2.1.1 Definitions of grammatical accuracy

Grammatical accuracy, a fundamental component of language proficiency, hasbeen

defined and conceptualized in various ways by prominent scholars inthefieldofsecond

language acquisition

One influential definition comes from Ferris and Roberts (2001), grammaticalaccuracyrefers to the correct use of syntactic rules, including the correct applicationofverb tenses,

subject-verb agreement, and the correct use of articles and prepositions.Additionally,

grammatical accuracy is not just the absence of errors, but alsoinvolvesthe effective and

contextually appropriate use of linguistic structures Specifically, inthe flipped classroom model,

by providing instructional content outside the classroomand using classroom time for interactiveactivities, it has been shown that students' grammatical accuracy is improved by providing moreopportunities for contextualpractice and immediate feedback

In addition, another important definition is given by Norris and Ortega(2020),grammaticalaccuracy is the learner’s ability to produce language by adheringtothesyntactic and morphologicalnorms of the target language They alsoarguethataccuracy is related to the ability to integratethese forms into meaningfulcommunication, which is supported by the flipped classroomapproach whereaccuracyis achieved through a combination of home-based learning and

classroompractice

Ellis (2021) defines grammatical accuracy as the extent to whichlearnerscorrectly use

target language structures according to grammatical rules Grammaticalaccuracy is seen as theresult of learners' acquisition of grammatical rules andtheirability to apply them in

communication This emphasizes the role of explicitinstruction and practice in achieving

grammatical accuracy This concept alignswith

5the goals of the flipped classroom model by providing learners with

targetedpracticeopportunities through pre-class video materials

In contrast, Schmitt (2021) emphasizes accuracy as the result of learners’cognitive efforts

to internalize and automatize grammatical rules Schmitt emphasizesthe role of implicit learningand repetition in the acquisition of accuracy, arguingthatconsistent exposure and practice arekey This definition is consistent withtheflippedclassroom model that uses pre-class videos toprovide repeated exposuretogrammatical concepts, which may support the cognitive processesinvolvedinmastering these rules

Swan (2023) presents grammatical accuracy as the ability to produce error-freelanguage inboth written and spoken forms and emphasizes the importance of feedbackand corrective

measures to achieve accuracy He suggests instructional models that areparticularly effectivewhen incorporating opportunities for error correctionandpractice This definition emphasizes thesuitability of the flipped classroommodel,which integrates opportunities for immediate feedbackand practice into the classroom,thus supporting students’ efforts to produce accurate language

In summary, these definitions of grammatical accuracy highlight its importancein languagelearning while acknowledging the role of cognitive processes,communicative competence, andpedagogical strategies The flipped classroommodelis in line with instructing students to enhancegrammatical accuracy throughprovidingtargeted pre-class instruction and interactive classroomactivities and promisesaneffective approach to improving grammatical accuracy in EFL students.

2.1.2 The significance of grammatical accuracy in language learning

Grammatical accuracy is one of the most vital components for effectivecommunicationand academic success, especially for EFL students This part exploresits significance in

English learning in relevance to the current study

First, the direct impact on effective communication is one of the fundamentalaspects ofgrammatical accuracy As argued by Ferris and Roberts (2001),grammatical accuracy helps

learners not only avoid errors but also use appropriatelanguage structures to convey meaningaccurately and fluently in context Intheflipped classroom model, students engage in

instructional content outside of classanduse class time for interactive activities The emphasis ongrammatical accuracyensuresthat students can practice and refine their language skills in a

meaningful context Thisapproach helps to bridge the gap between theoretical knowledge

andpracticalapplication, which is essential for EFL learners in Vietnam

Furthermore, teachers can help students improve their overall languageproficiency by

focusing on grammatical accuracy, which is essential for their academicand professional

futures, especially in EFL contexts In particular, theflippedclassroom model provides a

unique opportunity to enhance grammatical accuracybygiving students more time to interactwith materials independently and receivetargetedfeedback during classroom activities

Grammatical accuracy also contributes to the promotion of learner autonomy.According toBenson (2011), autonomy in language learning is very important Whenlearners can monitorand correct their own grammatical errors, this helps tomasteraforeign language This view is

also reflected in the Flipped ClassroomModel, which

6encourages this autonomy by shifting the initial learning responsibility to thestudents,allowingthem to take responsibility for their learning process, and havingtheopportunity to self-assess andpeer-feedback on their grammatical accuracy Thisinturn enhances learners’ confidence andcompetence in using the language

In summary, grammatical accuracy is an important component of Englishlanguage learning,especially in the context of a flipped classroommodel, becauseofits impact on communication,academic success, and increased learner autonomy Byfocusing on grammatical accuracy,educators can improve students’ languageproficiency, thus better preparing them for future

academic and career challenges

2.1.3 Components of Grammatical Accuracy

Grammatical accuracy encompasses various components that contributetothecorrect

and effective use of a language In this section, the researcher will reviewthese components

In the language teaching in general, the one of components of grammaticalaccuracy are

probably syntax referring to the arrangement of words andphrasestocreate well-formed

sentences in a language According to Richards (2017), syntaxisacrucial component of

grammatical accuracy because it manages the ways wordsarecombined to convey meaning.Without proper syntax, sentences maybecomeambiguous or difficult to understand, leading to

communication breakdowns.

An another essential component is morphology , focusing on the structureandformation

of words such as prefixes, suffixes, and inflections to modifywordsandconvey different

meanings Grammatical accuracy requires a deep understandingofthese morphological rules toensure that words are used correctly withindifferentcontexts according to Guo, Schneider, andEisenberg (2017)

Besides, Agreement involves different parts of a sentence, such as the subject andverb, orpronoun and antecedent, correspond correctly in number, gender, or person.Errors in agreementcan lead to confusion and misunderstandings, makingit acrucialaspect of grammatical accuracy.Punctuation is another key component of grammatical accuracy, as it helpstoclarify

meaning and indicate the structure of written language Proper useofpunctuation marks, such ascommas, periods, and semicolons, is essential for clearcommunication Nazarloo (2018) notesthat even small errors in punctuationcansignificantly impact the clarity of students' writing

Last, Word Choice is also vital for grammatical accuracy to ensurethat theintended

meaning is conveyed accurately, which includes choosing the right wordbased on its meaning,form, and appropriateness in a given context The influenceofgrammar on word choice is

particularly evident in the selection of prepositions,articles, and conjunctions, which can varysignificantly between languages Richards(2017) suggests that incorrect word choice is one ofthe most common errors madebylanguage learners, emphasizes the need for careful attention tothis component ofgrammatical accuracy

In conclusion, grammatical accuracy in language learning is a multifacetedconcept thatinvolves the mastery of syntax, morphology, agreement, punctuation, andword choice Therefore

it is essential to understanding these elements for both

7language learners and instructors, as they support communication clearlyandprecisely

2.1.4 Justification of the concept “ Grammatical Accuracy” in the present study

In the present study of high school context, the components of grammaticalaccuracy

should be closely linked to various grammar points in the curriculum,specifically as follows.The mastery of tenses (Simple present versus present continuous andfuturetense)is

important for conveying accurate time information in both written andspokenEnglish The flippedclassroom model, which focuses on interactive practice, providesopportunities for students to usethese tenses in a variety of contexts, improvingtheiraccuracy

Accuracy in using the passive voice is important for students to express processesand

actions appropriately when the agent is unknown or irrelevant understandingpassive structureshelps to understand complex texts and produce accurate andformalwriting

Compound and Conditional Sentences (Type 1 and Type 2) are important forbuilding

complex ideas and expressing conditions Using these structures correctlymakes

communication clearer and more nuanced Ellis (2008) suggests theyareessential for academicwriting and speaking, allowing students to express complexthoughts and hypothetical situationseffectively

Infinitives, bare infinitives, and gerunds are in terms of understandingwhentouse each

form to convey action, purpose or preference Using these forms correctlyaffects clarity andaccuracy in both written and spoken language

Using the points such as Comparative and superlative adjectives,

Relativeclauses,Reported speech correctly is important for expressing comparisons,

providingadditional information about nouns and reporting what others have said

Grammaticalaccuracy in these elements allows for precise and detailed expression

In summary, the components of grammatical accuracy—tense, passiveconstructions,

compound and conditional sentences, infinitives, and manyotherclauses—are crucial to effectivelanguage use Understanding these componentshelpsassess the effectiveness of the flippedclassroom model in improvingstudents’grammar proficiency The flipped classroom modelfacilitates the practiceof thesecomponents to help students improve their grammatical accuracy

2.1.5 Problems of Grammatical Accuracy in Language learning

Grammatical accuracy is a fundamental aspect of language proficiency However,EFLlearners often face many challenges in mastering grammatical accuracy, whichare

mentioned in this section

First, a major obstacle to grammatical accuracy is the influence of thelearner'snativelanguage Learners apply the grammar rules of their first language tothetargetlanguage

Taylor's (2022) research highlights that language transfer significantlyaffects learners'

grammatical accuracy Additionally, according to Miller (2023),English grammar consists of acomplex system of rules and exceptions that canbeoverwhelming to learners, such as the use ofirregular verbs and the applicationofproper tenses, which can lead to confusion and errors

8Writing accurately in a second language is particularly difficult Writingrequires theapplication of grammar rules in a coherent and organized manner, whichcan be difficult forlearners who are still struggling with these rules Studentsoftenstruggle with sentence structure,verb tense consistency, and punctuation, leadingtofrequent errors in their writing (Davis, 2021).These problems are particularlypronounced in English for Academic Purposes, where highlevels of grammaticalaccuracy and complexity are required (Roberts, 2020)

Additionally, learners do not have many opportunities to practicewiththelanguage

outside of the learning environment, which also affects their grammaticalaccuracy, hinderingtheir progress According to Williams( 2019), feedbackongrammar errors is important for

improvement, as it helps learners focus onformandaccuracy Feedback is essential to help

learners recognize their errors, understandtheirforms, and learn from their errors Lack of

specific, timely, and effective feedbackisanother major problem that hinders grammatical

accuracy

In short, achieving grammatical accuracy is a challenge for EFLlearners.Addressing

grammatical accuracy issues requires innovative approaches toteaching.The flipped

classroom model may have the potential to improve grammatical accuracyin EFL learners

In the current study, teaching and learning grammar points are very challenging.Complexgrammar structures like verb tenses, passive voice, and conditional sentencesoften lead to

confusion among learners These structures are not onlydifficult tounderstand but also to applyaccurately in different contexts, leading tofrequentgrammatical errors In addition, grammarpoints such as relative clausesandconditional sentences involve abstract thinking, which requiresstudents tounderstandnot just the form but also the function of different grammatical structures.Therefore, itis quite difficult to internalize without extensive practice This complexity

oftenresultsin errors when students use them in writing and speaking Besides,

withverbtenses,infinitives and gerunds, students often have difficulty due to the influenceoftheir

first language, lack of practice, or simply forgetting the rule Students might mixforms or applythem incorrectly.

2.2 The Flipped Classroom Model in Language Teaching

The flipped classroom (FC) model has attracted attention in the field of educationin recentyears This section reviews some aspects of FC model such as definitions, theoriginal, models,benefits, challenges, roles of teachers and students, and frameworkofFC model with reference to

a current study on its impact on the grammatical accuracyof EFL students in a Vietnamese highschool

2.2.1 The original of Flipped Classroom Model

The Flipped Classroom (FC) model represents a significant changefromtraditional teachingmethods The origins of this method date back toa groupofprofessors at the University of Miami,USA, around 2007 Sams and Bergmanwereinstrumental in popularizing the early FC model.Their adoption of newtechnologyreshaped their teaching methods In 2007, Sams and Bergmandiscovered softwarethatrecorded their lectures live and provided these pre-recorded audiorecordingstostudents as part of their homework This technological advancement

providedthemwith a new means of delivering course content outside of the classroom, allowing

9students to engage with the material at their own pace The FC model

differsfromtraditional educational methods, where classroom time is primarily spent

ondirectinstruction and passive learning Instead, the FC model emphasizes that

learningoccurs outside of the classroom through pre-class materials such as

videolectures,readings, or other digital resources Class time is then devoted to

interactive, student-centered activities including discussions, problem-solving

exercises, andhands-onprojects where students can apply and deepen their

understanding of the content theyhave studied on their own Sams and Bergman's early

work on the FCmodel iswelldocumented in their influential book “Flip Your

Classroom: Reach EveryStudent inEvery Class Every Day” (Bergman & Sams, 2012)

They detail howthemodeltransforms the traditional educational experience by making

learning morestudent-centered and flexible They emphasize that the model’s emphasis

onpre-classpreparation and classroom application aligns with broader educational

goalsofincreasing engagement and improving learning outcomes In short,

theFlippedClassroom model, introduced by Sams and Bergman, represents a

paradigmshift ineducational approach

2.2.2 Definitions of Flipped Classroom Model

The flipped classroom model has had a huge impact on educational

practices,especially in language teaching As the model has evolved, many definitions

of it havebeen proposed This section provides the original and some definitions of

FCmodel,especially in terms of its application in current research on its impact

onthegrammatical accuracy of EFL students

Bergmann and Sams (2012) described FC model as an instructional strategywhere

"direct instruction is delivered individually outside of class, while in-classtimeis used

for active problem-solving and applying knowledge in more interactiveways."It refers

to the shift from passive to active learning, with the teacher transitioningfroma tutor to

a facilitator

Bishop and Verleger (2013) framed the FCM within a constructivist learningtheory

They suggest that students construct knowledge in class throughinteractiveactivities.

They present this model combines direct instruction with student-centeredlearning

activities, stresses on the importance of combining traditional methodswithinnovative

practices

Persky (2017) suggests FCM as a shift from teacher-centered to

learner-centerededucation He highlights that the model moves from a passive to an

activelearningenvironment, a change in teaching strategies, focusing on students'

engagement andautonomy

Lu et al (2023) describe the flipped classroom as effective in

improvingstudentlearning outcomes and promoting higher order thinking skills

through flippingtwostages: initial learning outside the classroom, interactive activities

andpracticalapplications during class time

Yang (2024) emphasized that FC model is flexible and can be adaptedinmanydifferent

educational contexts.He describes the FC model as an approach that reversesthe

procedure between lectures and homework in a course, with the support

oftechnological advancement, which can lead to enhance the learning process

Thereby,

10teachers recognize the importance of information technology in modern educationandthe

necessary role of the FC model

In the present study, the Flipped Classroom (FC) model can be definedasaninnovativeteaching method that changes the traditional way by deliveringcoregrammar instruction outsidethe classroom through videos or online materials,allowing students to interact with the materials

at their own pace before comingtoclass This pre-class preparation helps to utilize class time forinteractive activities,problem solving, and practical application of concepts, with a particularfocusonimproving grammatical accuracy The classroom then becomes an environment

wherestudents can receive immediate feedback and explanations, practice

intensivelanguageskills, and apply grammar rules in context (Figure 2.1)

Figure 2.1

Flipped classroom model

Source:https://images.app.goo.gl/8zsgtpMfT5FuP2437 2.2.3 Models of Flipped Classroom

The Flipped Classroom model has evolved through various adaptationsandinterpretations,leading to several distinct models that emphasize different aspectsofthe teaching and learningprocess In this section, the researcher will give a reviewofsome of the most prominent models ofthe Flipped Classroom.

Traditional Flipped Classroom Model

The Bergmann and Sams model, also known as the traditional flippedclassroommodel, is avariation on the traditional teaching method developed by highschoolchemistry teachers

Bergmann and Sams This method flips the traditional educationalmethod by providing

instructional content, usually via video, outside of classtime,while class time is spent on

exercises, projects, or discussions to deepen understandingand application of the material Themain goal of this model is to maximize theuseofclass time for interactive, student-centered

learning activities This model emphasizesactive learning, encouraging students to engage withcontent at their own paceoutsideof class, which may include pausing, rewinding, and rewatchingvideos toensureunderstanding This method recognizes that students learn at different

speedsandallows them to take control of their learning process, promoting greater independence

11and responsibility Classroom time in this model is where students applywhat theyhave learned athome The teacher acts as a facilitator rather than the primarysourceofinformation, guiding

students through activities that promote higher-order thinkingskills such as analysis, synthesis,and evaluation, which enhance understandingandallow for immediate feedback and personalizedinstruction, addressingindividuallearning needs more effectively In short, the Bergmann andSams model representsatransformative approach to education that prioritizes active,

student-centeredlearningand efficient use of classroom time The resulting student engagementandacademicachievement make this model an attractive alternative to traditional

teachingmethods

In-Class Flip Model

The In-Class Flip is primarily attributed to Ramirez (2014), an educator fromColombia She

is known for developing and popularizing this variant of theFlippedClassroom model The

In-class Flip model is an instructional method that adaptstheprinciples of the flipped classroom toin-class activities, providing a flexibleandinteractive learning experience for students In thismodel, students engageininstructional content and activities in class instead of accessing

materials at home Themodel consists of several stations or centers in the classroom, each

dedicatedtodifferent activities such as watching instructional videos, working collaboratively,andpracticing individually By participating in these stations, students will experienceadiverseand dynamic learning environment that caters to different learningstylesandspeeds Students haveimmediate support from teachers, who answer questions,provide clear explanations, and provideguidance when needed, helpingthemunderstand and retain material better, thereby improvinglearningoutcomes.Additionally, engaging in collaborative activities within the model encouragesstudentsto learn and interact with each other, which fosters a sense of communityandencouragesstudents to learn from each other In-class Flip also aligns withtheprinciples of differentiatedinstruction when designing activities that meet differentlearning interests and abilities However,implementing In-class Flip requires teachersto design engaging and effective activities for eachstation, ensure that the necessarytechnology is available, and manage classroom activities

smoothly

The Mastery Model

The Mastery Model was developed by Bloom in the 1960s, andinvolvesinstruction that is

tailored to the needs and pace of individual learners AccordingtoBloom (1968), “the goal ofmastery learning is to ensure that most studentscanachieve high levels of learning if given theright tools and enough time” (p 1) First,teachers set clear and measurable learning objectives,defining what studentsareexpected to know and be able to do by the end of a lesson or unit.Teachers thenuseFormative Assessment to assess student understanding and identify areas ofdifficulty,providing timely and specific feedback This is also a way to close individual

learninggaps and ensure that students achieve the desired level of mastery before

movingontomore complex material In addition, the model provides enrichment for

studentswhoare more proficient than their classmates, providing opportunities for

deeperunderstanding and exploration of topics of interest As Bloom(1968) summarized,"giventhe right conditions, virtually all students can learn well and achieve highlevelsof proficiency"(p 4)

12

Gamified Flipped Classroom Model

O’Leary proposed the Gamified Flipped Classroom model in 2016, whichisaninnovativeeducational method that combines flipped classrooms with gamificationtechniques By

integrating games into the learning process, it increases students’motivation and engagement,contributes to increased learning outcomes, andmakesthe classroom atmosphere more engaging.Specifically, the FC model is a reversal ofthe learning sequence of students, changing the roles ofteachers and students Studentswill provide instructional content outside the classroom withvideo lectures Teachersuse classroom time for interactive, student-centered activities On theother hand,gamification involves designing games such as points, badges, leaderboards,

andchallenges into contexts O’Leary wants to create an academic learning environmentandintrinsic motivation for students through this combination One of the appealsofthis model is theuse of games to reinforce learning objectives and encourageactiveparticipation In this model,students have the flexibility to choose learningactivitiesbased on their interests and strengths,much like choosing a level or taskinagame.Students take responsibility for their own learning,choosing tasks that alignwiththeirpersonal goals while still meeting the overall objectives of thecourse Gamificationprovides immediate feedback and rewards, helping students track theirprogressandstay motivated throughout the course

Specifically, in the current study, the researcher employed the BergmannandSams Model toimprove EFL students' grammar accuracy at a Vietnamese highschool.By utilizing direct

instructional videos outside of class, the model enables studentstograsp foundational grammarconcepts at their own pace, aligning well withthestructure of the 2018 English curriculum

Integration of technology, such as Edpuzzle,enhances student engagement and critical thinking,which is essential for effectivelanguage acquisition The model's emphasis on concise pre-classmaterials tailoredtofit within the 20 to 25-minute grammar section of a 45-minute class

period(whichalsoincludes pronunciation and vocabulary components) optimizes instructionalefficiency.In-class activities are strategically designed to be interactive, focusing on

exercisesanddiscussions that reinforce grammar rules and promote deeper

understandingandapplication This holistic approach ensures students receive robust supportbothinsideand outside the classroom, enhancing their overall learning experience

andproficiencyin grammar within the curriculum's defined objectives (Details about the

lessonplansfor this study can be found at Appendix 4)

2.2.4 The benefits of implementing the Flipped Classroommodel

In this part, the researcher is presenting the benefits of the Flippedclassroommodel in teachingfrom different points of view which serves as a drive for thisstudyto be implemented and the

foundation for the data collection tool to be designed

The current study focuses on the effects of the FC model on EFLstudentsinaVietnamesesecondary school, highlighting several key benefits that are particularlyrelevant in this

educational context

First, the FC model certainly increases students' participation inlearningactivities By providinglecture materials and grammar points in the pre-classcurriculum, students are encouraged to learn

at their own pace When studentshavebeen prepared in advance, they are more interactive and

central in the lesson Theycan

13apply grammar rules in context, participate in discussions, and receive

immediatefeedback

According to Lo and Hew (2017), this model shift from passive to activelearninghelps

students memorize and develop a deeper understanding of grammaticalstructures This

approach is especially beneficial in the context of Vietnamesehighschools, where

traditional teacher-centered methods often limit students' opportunitiesto actively use

language

Besides, the FC model also promotes self-directed learning, which is importantfor

developing language proficiency Students take ownership of their ownlearningwith

relevant tools and resources provided by teachers outside the classroom,

therebypromoting a sense of responsibility As Bergmann and Sams (2012) note,

whenstudents are in control of their learning, they are more likely to

engagewiththematerial and achieve better results, especially in mastering complex

grammar concepts

Furthermore, the FC model provides differentiated instruction, whichis essentialin

classrooms with students of different levels, backgrounds, and learning

needsintheVietnamese high school context The FC model allows teachers to tailor

classroomactivities to address the strengths and weaknesses of individual students For

example,more advanced students can work on difficult grammar exercises, while

studentswhoneed extra support can receive targeted instruction from teachers In

thestudyofO'Flaherty and Phillips (2015), in the FC model, when teachers better meet

thediverseneeds of students, it leads to improved learning outcomes

In addition, one of the advantages of the FC model is that it is in linewiththerapid

advancement of technology and the growing trend of blended

learninginthe21stcentury This model takes advantage of these tools to create an active

andvibrantlearning environment, which is especially suitable in the context of the

newEnglishcurriculum in 2018 in Vietnam In today's modern world, digital literacy is

ubiquitous,so the use of technology in the FC model not only enhances student

engagement butalso prepares them for their future (Kim et al., 2014)

In summary, the FC model offers a number of significant benefits inthecontextof EFL

teaching, especially in improving grammatical accuracy in Vietnamesesecondary

school students By promoting engagement, promoting self-directedlearning, allowing

differentiated instruction, and integrating technology, the FCmodelprovides a

comprehensive and effective approach to language learningthat is

consistent with contemporary educational trends and the specific needs of

studentsinthis context

2.2.5 Challenges of implementing the Flipped Classroommodel

Implementing the Flipped Classroom model in the context of Englishlanguageteaching

as mentioned in the current study also poses some challenges that mayaffectthe

effectiveness of the model

The first disadvantage of applying this model is the dependence ontechnology.Most

high schools in rural Vietnam still have limited access to the Internet Manystudents

lack the necessary equipment such as computers, smart phones connectedtothe Internet

to watch video lectures and do online exercises If there is alackof

technological infrastructure, the effectiveness of the FC model may be affected,leading

to differences in student participation and learning outcomes (Kimet al., 2014)

14The next challenge concerns student readiness and autonomy It refers totheirown

responsibility for their own learning when engaging in pre-class content.Vietnamese high schoolstudents are accustomed to rote learning and teacher-directedinstruction, and may struggle withthe self-discipline and time management requiredtosucceed in a flipped classroom As O'Flahertyand Phillips (2015) suggest, studentswho lack self-directed learning skills may find the FC modeldifficult, leadingtoreduced motivation and engagement

In addition, the FC model presents many challenges for teachers Teachersmustdevelophigh-quality instructional materials for students outside the classroomandredesign activities to bemore interactive and student-centered in the classroom.According to Lo and Hew (2017),teachers may struggle to design instructionalcontent, manage classrooms, and differentiate

instruction without adequate support

Another challenge that teachers often face when applying this model is toprovidea

reasonable and systematic assessment system that motivates students tocompletetheir homelearning process such as watching videos or completing exercises Withouteffective

assessment strategies, some students may not complete the tasks, whichaffect the related

classroom activities on grammar concepts

In conclusion, besides the benefits, the application of the FCmodel alsoposessome

challenges in the teaching context related to the current research If theselimitations are resolved,the promise of success for the application of the FCmodel inthis educational context is coming

2.2.6 The roles of teachers in Flipped Classroom

In the context of the current study, the role of the teacher is particularlyimportant.Becausethe FC Model changes the teaching method from the traditional method, itrequires teachers tochange their strategies, in order to make this method successful inimproving students' grammar.According to Lo and Hew (2017), the effectiveness of the FCmodel dependsheavily on thequality and clarity of the instructional materials, so the first roleoftheteacher in this model is that

of the designer of instructional materials whoisresponsible for creating or selecting high-qualitygrammar lessons that studentscanaccess at home These materials must be appropriate to thestudents' proficiencyleveland relevant to the specific grammar topics being studied, such as thePresent Perfect,gerunds, and infinitives

In addition, by delivering the knowledge to students before class, the teacherwillbe the one

to facilitate active learning in the classroom In the context of thecurrentstudy, teachers guidestudents through activities that reinforce and apply thegrammarconcepts they have learned athome In the classroom, teachers will organizeengagingactivities that encourage students topractice and apply grammar structures suchasgroup-work, peer-teach, problem-solving tasks,which help students gainadeeperunderstanding and retention of grammar rules ( Bergmann andSams , 2012)

In a study focusing on grammatical accuracy, teachers were also monitorsandevaluators ofstudents’ learning progress They were responsible for developingformative assessments thatwould help them understand how well students understoodand applied grammar lessons outside

of class After the assessments, teacherswould

15provide timely and constructive feedback to help students identify and correct

theirgrammatical errors

Furthermore, the teacher is also a facilitator and promoter of student autonomy.In this

model, as students engage in grammar content on their own before class, theteacher

must provide guidance and resources to help students take control of theirlearning,

while also being available to support students who may struggle withthisnew level of

independence, which is essential because it ensures that students arefullyprepared for

interactive classroom sessions (Kim et al., 2014)

Finally, teachers must also act as technology integrators because theFlippedClassroom

model relies heavily on technology to deliver instructional content outsidethe

classroom They are responsible for selecting appropriate digital toolsandplatforms

that make it easy for students to access grammar lessons outsidetheclassroom, as well

as supporting students in using these technologies effectively.According to O'Flaherty

and Phillips (2015), technology integrationis akeycomponent of the FC model and

teachers must be proficient in using andteachingthese tools to maximize the

effectiveness of the model

In summary, teachers play various indispensable roles in the FlippedClassroommodel

that contribute to the success of this approach, especially in the context ofimproving

the grammatical accuracy of EFL students in a Vietnamese highschool.The flipped

classroom model will help improve students' grammatical accuracyifteachers perform

their role effectively

2.2.7 The roles of students in Flipped Classroom

In the FC model, students are the masters of the learning process, responsiblefortheir

learning They hold roles that are very different fromthose in the traditionalclassroom,

which contribute to the success of the learning process In this part, theseroles are

explored

The first role of students in the FC model is engaging with instructional materialbefore

class According to Bergmann and Sams (2012), before class students havetoprepare

background knowledge through watching video lectures and takingnotes,

reading texts or complete homework Students are autonomous in their learning,

whichhelps promote a more dynamic learning environment

When they come to class, with the knowledge they have preparedinadvance,they

actively participate in interactive activities such as group work, discussion,problem

solving, and presentations (Bishop and Verleger, 2013) These roleshelpstudents gain

deeper understanding and apply theoretical knowledge toreal-lifecontexts, which helps

promote their grammatical accuracy

For learning to be more targeted and effective, the FC model requires studentsto

self-regulate their learning to help them identify areas of weakness that

needtobefocused on for improvement Self-regulation includes time management,

settinglearning goals, and reflecting on their progress Abeysekera and Dawson (2015)

arguethat the successful implementation of the FC model depends on students'

abilitytoself-regulate their learning

In the classroom, to ensure that students can not only understand grammar rulesbut

also apply them correctly in a variety of contexts, they need to activelyengagewith the

content and interact with their classmates According to Lo and Hew(2017),

16students' active participation in the FC model is important because they becomeactiverecipients

of knowledge by asking questions, discussing, and applying languageusagein different

situations (speaking, writing), which helps improve grammatical accuracy

In addition, in the FC model, students are also responsible for reflectingonwhatthey havelearned, identifying areas of difficulty or error, and howtoapplynewknowledge in future contexts,which enhances retention and understanding Thisisthekey to achieving grammatical accuracy in

a foreign language (Wang and Chen, 2014)

In short, these roles can help students take control of their learning, becomemoreengaged inthe material, and apply grammar rules effectively in the context of EFLstudents' grammaticalaccuracy

2.2.8 Theoretical framework for the Flipped Classroommodel

The theoretical framework for the Flipped Classroom model is oftenbasedonsome importanteducational theories and concepts, specifically in the current study,Bloom’s revised taxonomy can

be considered as a suitable theoretical framework Inthis part, the researcher demonstrated howthis theory relate to the FCmodel andhowthe elements of the theory are employed

Bloom's Revised Taxonomy (Anderson & Krathwohl, 2001) is avaluableframework forassessing the cognitive development of learners and aligns well withthe goals of the study

There are several clear reasons for choosing this taxonomyinthe context of this research

Bloom’s Revised Taxonomy provides a clear structure for categorizinglearningobjectives,from lower-order thinking skills like remembering and understandingtohigher-order skills such asanalyzing, evaluating, and creating The flippedclassroom(FC) model, with its emphasis on activelearning, is designed to move students beyondmerely remembering grammatical rules towardsapplying and analyzing theminreal-world contexts By employing Bloom’s framework, the studycan systematicallyassesshow well the FC model fosters both lower- and higher-order

cognitiveskillsingrammar learning.(Bergmann & Sams, 2012)

The flipped classroom model inherently aligns with the principles of Bloom’sRevisedTaxonomy In an FC approach, students are expected to engagewithfoundational knowledge(remembering and understanding) outside the classroom,allowing them to focus on higher-ordercognitive skills (applying, analyzing, andevaluating) during class time By choosing Bloom’staxonomy, the studycaneffectively measure how well the flipped model supports deeper levels

of grammaticalcompetence beyond surface learning, offering insights into whether studentscanapplygrammar in meaningful and complex ways

The Vietnamese 2018 English curriculum emphasizes communicativecompetence andcritical thinking skills, which directly correspond to the higher levelsof Bloom’s Revised

Taxonomy (creating, evaluating, and analyzing) By utilizingthistaxonomy, the study aligns itsevaluation criteria with national educational goals,ensuring that the outcomes of grammaticalcompetence are not limited tobasicrecallbut include the ability to use grammar in practical,

communicativecontexts.(Vietnamese Ministry of Education and Training, 2018)

Using Bloom’s Revised Taxonomy enables a comprehensive assessment ofstudent

learning across multiple cognitive domains This allows the studytomeasure

17not just grammatical accuracy but also how students understand grammatical rules,apply them indifferent contexts, and critically assess their own use of language Thisbroad scope of evaluationaligns with the goals of the flipped classroomtofosterholistic learning experiences, making

Bloom's Revised Taxonomy a suitable choiceforthis study.(Krathwohl, 2002)

In summary, Bloom’s Revised Taxonomy is chosen for its structuredapproachtocognitivedevelopment, alignment with the flipped classroommodel, relevancetotheVietnamese curriculum,and its ability to provide a comprehensive assessment ofstudents’ grammatical competence.Bloom’s revised taxonomy is related to the Traditional

ClassroomandFlippedClassroom models, adopted from Güvenç (2018) (see figure 2.2)

Figure 2.2

Bloom’s revised taxonomy in the flipped classroom (Adopted fromGüvenç,2018)

As seen from Figure 2.2 , in the traditional classroommodel, teachers providenew grammarlesson content, while students focus on absorbing and understandingthisinformation, meaningthat the lower levels of Bloom’s revised taxonomy—Remembering and Understanding—mainlytake place during class time Outsideofclass, students will apply the knowledge they have learned

in class topracticeindependently, without direct guidance from the teacher, which is consistentwiththeHigher-Order Thinking Skills—Application, Analysis, Evaluation, and CreationinBloom'sRevised Taxonomy

In contrast, in a flipped classroom, lower-order cognitive skills—Rememberingand

Comprehension—are transferred outside the classroom as students watchvideos,readings, orpre-class exercises independently at their own pace and gainabasicunderstanding of the lesson

content In the classroom, students engage in activitiesthatpromote higher-order thinkingskills—Application, Analysis, Evaluation, andCreation.Teachers plan, design, and organizeactivities in creative and effective structures, thenprovide guidance and feedback as studentscollaborate, engage in discussions, andapply grammar knowledge to real-world situations.

18Summarily, this theoretical framework provides a comprehensive

basisforunderstanding how the Flipped Classroom model enhances EFL students'

grammaticalaccuracy at Vietnamese high schools This approach not only enriches

grammarinstruction but also cultivates a deeper understanding and application of

languageskills necessary for academic and communicative success

2.3 Attitudes

In this part, the researcher include the definition of attitudes which serves asaguide to

the design of the questionnaire and interview used in the current study

The definition of attitude have been proposed in education with various

scholars.Particularly, according to Eagly & Chaiken (2010), attitude is

definedasapsychological tendency to favor or disfavor an entity to some extent The

definitionfocuses on the feeling that the object brings and the role that the object

playsinshaping behavior In addition, Ajzen (2021) reviews the theory of behavior,

therebyemphasizing that attitude focuses on the degree to which a person

evaluatesorappraises favorably or unfavorably the behavior mentioned Attitude

referstothemental and neural readiness of an individual, indicating their response toall

objectsand situations that they are exposed to from their experience, according

toCrano&Prislin (2022)

In terms of ABC model of attitudes, The ABC model of attitudes is dividedintothree

components The first component is the affective component, whichis relatedtoa

person's feelings and emotions towards an object, person or event Theyarguethatthis

component plays an important role in forming and changing attitudes

(Schwarz&Clore, 2021) Second, the behavioral component is the second one, which

is mentionedby Fishbein & Ajzen (2022), which is related to how attitudes influence

thewayweact or behave They explain that the component helps to predict actual

behaviorstrongly The last part is the cognitive component Albarracín &Shavitt

(2023)explain this component as including a person's beliefs or knowledge about

anobject.They also suggest that cognitive judgments are influenced by direct

experiencesandinformation received from others

In particular, in the current study, the research define Attitude referstothefeelings,

thoughts and actions of students towards the effect of the flippedclassroommodel on

students’ grammatical accuracy Besides, the research also appliedtheABCattitude

model (Affective, Behavioral and Cognitive) to design data collectiontoolssuch as

questionnaires and semi-structured interviews The affective component relatesto

students’ feelings of enjoyment and confidence, as well as their

satisfactionwiththematerials and equipment used in the flipped classroom This was

assessedthroughquestions about their emotional reactions and satisfaction levels The

behavioralcomponent examines students’ experiences in the FC model, the

challengestheyencountered, which were addressed by asking about their experiences

withthetechnology and how it affected their engagement and performance The

cognitivecomponent assessed the perceived benefits and effectiveness of the

flippedclassroom,exploring students’ beliefs about how this method improved their

learning Boththequestionnaire and semi-structured interviews were designed to

collect detailedinformation on these components, providing a comprehensive

understandingof studentattitudes

19

2.4 Related studies

Regarding the flipped classroom, a number of studies have been conductedwithvarying results

In the following sections, this study will introduce some relatedstudies,including two parts: theeffects of the flipped classroom model on EFLstudents’learning and the students' attitudes

towards the use of the flipped classroommodel

2.4.1 Related studies on the effects of the flipped classroommodel

onEFLstudents’ grammar learning

In this part, the researcher will summarize some related studies, whichsuggestthat the

flipped classroom model has the potential to enhance EFL students’ grammarlearning,

particularly including student engagement, authentic grammar use, andpositive attitudes towardlearning However, the effectiveness of the model mayvarydepending on implementation details,including the quality of pre-class materials,classroom activities, and the extent to which themodel matches students’ interestsandlearning needs

In international contexts, Al-Naabi (2020) examined the impact of flippedlearning on

Omani EFL learners’ grammar and to examine students’ perceptionsonthe flipped classroom at atertiary institution in Oman Al-Naabi found that theflippedclassroom model had a positive

impact on the grammatical accuracy of EFLstudents,with the experimental group's post-testscores showing significant improvementscompared to the control group Al-Naabi's study

emphasized the role of activelearningin grammar acquisition, encouraging students to take amore active roleintheirlearning process, shifting the focus from passive reception of

informationtoactiveengagement with the content This active engagement is particularly

beneficial inthecontext of grammar learning, where practice and application are important

formastering complex rules and structures The researcher also notes that the successofthe

flipped classroom model depends on students' willingness to engage withthepre-class materials.Mandasari and Wahyudin (2021) investigated Flipped ClassroomLearningModel in terms ofImplementation and Its Impact on EFL Learners’ SatisfactiononGrammar Class The findings ofthe study indicated that the flipped classroommodelhad a positive impact on EFL learners’

satisfaction with their grammar class Themajority of students were satisfied and appreciated theflexibility and autonomythatthe model provided them They highly value the opportunity to learn

at their ownpaceoutside of class, which allowed them to better understand grammar

conceptsbeforeapplying them in class They suggested that increased autonomy also

promotedamoreengaging and less stressful classroom environment, where students felt

morecomfortable participating in discussions and activities The study alsofoundthatstudents whowere more engaged in pre-class materials tended to have higher levelsofsatisfaction which showsthat the success of the flipped classroommodel is closelyrelated to student motivation and

accountability In addition, the tworesearchersemphasized the importance of designing pre-classmaterials that are not onlyinformative but also engaging to encourage student actively discoverthelessons.Students agreed that the model was an effective way to teach grammar,

wherestudentswere supported and motivated enough to participate in the pre-class

materials.Moreover, the study noted the importance of students’ access to

technologyandthepotential need for additional support to help them manage their time effectively

20The study by Dincer and Polat (2022) examined the impact of flippedlearningonstudents’development of grammar proficiency and their attitudes towards thenewinstructional model Thestudy found that the flipped classroommodel significantlyimproved the grammar knowledge oflearners compared to traditional methods Theexperimental group showed greater improvement intheir post-test scores thanthecontrol group, indicating that the flipped classroom approach wasmore effectiveinhelping students master English grammar The authors attribute this

successtotheactive learning environment created by the flipped model, where students

hadmoreopportunities to apply grammar rules in meaningful contexts during class time Oneofthekey strengths of the study is its focus on student engagement Two authorsarguethat the flippedclassroom model promotes greater student involvement inthelearningprocess By shifting thedirect instruction outside of class, students have moretimetoengage in activities that require

critical thinking and collaboration, which areessentialfor deepening their understanding of

grammar The study also highlights that studentsin the flipped classroom reported higher levels ofsatisfaction and motivation, whichlikely contributed to their improved performance

Research in Vietnam has consistently demonstrated the effectiveness oftheflipped classroommodel in enhancing various aspects of English languagelearning.For example, Tran (2023)

investigated The effects of flipped classroominstructiononcollege students’ grammatical

performance in a general English course in theMekongDelta, Vietnam The results showed thatstudents' grammar achievement intheFCmodel was significantly higher than that in the traditionalclassroomafter 12weeksofstudy and they also expressed positive attitudes towards this method.Throughthis, theresearcher found out the importance of appropriately integrating

technologyintogeneral English classes, in accordance with pedagogical principles

Theflippedclassroom teaching method is flexible in scheduling and gives students the

opportunityto participate in learning anytime, anywhere With this method, students

cometoclasswell-prepared and help overcome the limitations of class time,

increasetheirparticipation and autonomous learning ability, student motivation

andlanguagepractice opportunities The study also emphasized that students need to be

adequatelyprepared in this learning environment and educators should also adapt

flippedclassroom strategies to their curriculum needs

Additionally, Nguyen (2021) explored the implementation of FlippedClassroomapproach in

an academic English course at a public university in Hanoi, Vietnam Thestudy found that

students perceived FC positively The FC model was highlyregardedfor its ability to create amore engaging and interactive classroomenvironment,increase student engagement, and allow formore meaningful use of classtime.Students in Nguyen’s study had increased opportunities forpractice and direct accessto instructors in the classroom, which promoted a more

supportivelearningenvironment The quality of students’ work improved, especially in areassuchasessaygenre mastery and argument development From the instructors’ perspective,

theFCmodel was effective in streamlining classroom activities, allowing for morefocusedin-classsessions based on content that students had previously studied independently.Instructors notedthat this approach resulted in better time management duringlessons,which helped students gain adeeper understanding of course content Despitethepositive results, instructors also found thatsome advanced skills, such as synthesizinginformation and using APA citations correctly, werenot effectively developedthrough

21the FC model This suggests that while the FC model may enhancegeneralcomprehension andengagement, it may require additional instructional support formore complex academic skills.However, Nguyen’s study presented several limitations,notably the lack of instructor-producedvideo materials that may have affectedstudents’engagement with course content, as videos

curated from the internet maynot havebeen relevant to them Additionally, pre-class materialsdid not include onlinetestsorquizzes, which prevented students from self-assessing, which

affected their learningeffectiveness

Moreover, Thieu (2020) studied the effectiveness of the flipped classroom(FC)model onstudents’ learning and cognitive outcomes at Kien GiangUniversity,Vietnam, including 60

students from the university’s Grammar 3 course, dividedintotraditional and flipped classrooms.The results showed that students intheflippedclassroom scored significantly higher on the finalexam than students in the traditionalclassroom, demonstrating that the FC model positively

affected students’ academicperformance Additionally, the study found that students’ perceptions

of the FCmodelwere largely positive, with many stating that the FC model improved their

learningoutcomes, motivation, and self-regulation skills Students appreciated the abilitytolearn attheir own pace through video lectures and other online materials, allowingthem to prepare moreeffectively for in-class activities In addition, the FCmodelfacilitates the development of

important soft skills such as teamwork, problemsolving,and critical thinking These findingssuggest that the FC model not onlyimprovesacademic performance but also contributes to theoverall personal and professionaldevelopment of students

2.4.2 Related studies on the student's attitudes towards the use of the Flippedclassroom model

The flipped classroom (FC) model has gained traction in EFLeducationforitspotential to enhancelearning outcomes and engagement In this part, the researcherwill explore related studies onstudents' attitudes towards the FCmodel, providinginsights into how students perceive and

respond to this instructional approach

The study by Amanda et al (2022) explored the application of theflippedclassroom model inteaching grammar to junior high school students in Indonesia Thestudy found that the flippedclassroom model had a significant impact onstudents’grammar learning experiences The findingswere categorized into four mainthemes.First, students perceived that the flipped classroom modelmade learninggrammareasier through pre-class preparation that allowed them to familiarize

themselveswiththe content, making classroom activities easier to understand Second,

themodelencouraged more active participation in class sessions When students were

prepared,they were more confident in engaging with the material and discussions Next,

theflipped classroom model promoted students’ autonomous learning Students becomemoreresponsible for their learning because they have to prepare before comingtoclass Finally, thismethod also makes learning grammar more fun and engagingforstudents The combination ofpre-class activities and interactive lessons helps studentsstay motivated

Similarly, Mahmud et al (2023) examined students’ attitudes towards theflippedclassroom(FC) model, specifically in an online learning environment Thestudyinvolved 15

pre-university students from a Malaysian university who participatedin

22focus group interviews and classroom observations The study found that, Studentsexpressed

positive attitudes towards the FC model, viewing it as useful, effective,interactive, and

entertaining They appreciated the flexibility and convenienceoflearning at their own pace andaccessing a variety of learning materials suchasvideosand recorded lectures Additionally, the

FC model resulted in increasedcognitive,affective, and behavioral engagement Students

actively participated, askedquestions,and contributed to discussions more than in traditionalclassrooms Furthermore, thismethod encourages students to prepare before coming to class,promotes independentlearning, and increases their confidence in sharing their views

The study exploring the application of the flipped classroommodel, specificallyin an

Advanced Paragraph Writing class at the University of Jember conductedbyMuhlisoh et al.,(2020), who found that the flipped classroommodel had a significantimpact on student

motivation Students prepared learning materials before class, andactively and critically

participated in class sessions The student-centeredlearningenvironment fostered a more

autonomous and motivated learning environment.Additionally, the flipped model also enhancedstudents’ writing knowledge andskillsthrough practice outside the classroom, combined withdirect, focused interactionsinthe classroom, allowing students to gain deeper understanding andimprovetheirwriting skills Student engagement was another positive outcome,

withparticipantsactively involving themselves in learning activities The

transformationfromateacher-centered to a student-centered model encouraged students

totakemoreresponsibility for their learning The study notes that this engagement is crucial

fordeeper understanding and retention of the material Despite these positive outcomes,the studyidentified a number of challenges Some students reported that theflippedclassroom was

time-consuming, requiring more effort to prepare before class Theissue of “server downtime”was also noted as a significant barrier to effectiveE learning integration, affecting the overallexperience

In Vietnam, researches have also shown promising results for the FCmodel Forexample,Huong's research (2021) explores the impact of the flipped classroommodelon the learning

outcomes of students in legal English at Hanoi LawUniversity Theresults showed that students inthe experimental group taught in a flippedclassroommodel had significantly superior learningoutcomes compared to students inthetraditional classroom Additionally, survey data from the testgroup showedthat theyfelt positive about the FC model Students also reported higher levels ofmotivation,engagement and responsibility for their learning However, students

alsomentionedchallenges such as increased stress and technical issues with electronic

devicesinFC.The flipped classroom model is said to promote greater student autonomy

Studentshave more opportunities to manage their learning independently, which

contributestoincreased responsibility and engagement

Moreover, the research by Nguyen & Nguyen (2022) explores the effectivenessof the FlippedClassroom (FC) model in improving students' listeningskillsinaTOEIC course, as well as theirattitudes towards the method Fromthe resultsofquestionnaires and interviews, the study foundthat students had positiveattitudestowards using the FC model Specifically, they appreciatedhowthe FCmodel helpedthem master the course content and manage their study time moreeffectively, givingthem more time to practice and collaborate with their peers Studentsenjoyedtheactive learning environment provided by the FC model, where they couldapplywhat

23they learned in class to practice, instead of just learning theory compared totraditionalteachingmethods In addition, students appreciated the accessibility and organizationof the materialsprovided through Google Classroom, allowing themtoaccessresources easily and repeatedly.However, students also reported challenges withthetechnological aspects of the FC model, such

as issues with internet connectivitywhenaccessing online materials at home They found it

difficult to manage their timewatching videos and preparing for class, especially when they had alot of homework.Some students were initially resistant to the FC model, especially those

accustomedtotraditional teaching methods They found the new format unfamiliar and

haddifficultyadjusting to the requirement to watch instructional videos at home

2.5 Summary

This chapter has discussed the theories in terms of grammar

learningincludingdefinitions of the key terms grammar, English grammar, and the

FlippedClassroommodel in language teaching Besides, it also reviewed related

empirical studiesinrecent decades on the issue from different perspectives

24

CHAPTER THREE RESEARCH METHODOLOGY

This chapter describes the methodology of this study It includes the context ofthe study, research questions and hypothesis, research design, participants,instruments, data collection

procedures, and data analysis.

3 1 Research questions and hypotheses

The current study aimed to investigate the effects of the FlippedClassroommodel on EFLstudents’ grammatical accuracy and their attitudes towards theuseofFlipped Classroom in

teaching and learning grammar Particularly, the researcher triedto answer the following

questions:

1 To what extent is the Flipped Classroom model ef ective on EFLlearners’ grammatical accuracy?

2 What are the EFL students’ attitudes towards the use of theFlippedClassroom model

in learning grammatical accuracy learning?

The following hypotheses were set up from the critical reviewof relevantliterature andthe research questions

Two hypotheses of the present study were suggested as follows:

Hypothesis 1: Using the Flipped Classroom model will enhance students’grammaticalaccuracy

Hypothesis 2: Most students advocate the use of the Flipped Classroommodel ingrammarclasses

3 2 Research design

Repeated measures design - a quasi-experimental study was chosen for thisstudyto evaluatethe impact of the Flipped Classroom model on the grammatical accuracyofEFL students at asecondary school in the Mekong Delta The repeatedmeasuresdesign, also known as a

“within-subjects design”, compares the effects of treatmentson the same participants under

different conditions This design minimizes naturaldifferences between individuals, requiresfewer participants and resourceswhileensuring low variability in outcomes (Creswell & Creswell,2018) In addition, inthecurrent study, this design was able to compare the effectiveness of

differentinstructional approaches while controlling for order effects This robust

frameworkenhances the validity of the results by minimizing confounding variables

andensuringthat each condition is tested in all possible sequences (Shuttleworth, 2009)

However,it is essential to consider potential disadvantages such as practice effects,

boredom,fatigue, and participant dropout, which can impact the statistical

significanceofthefindings The Repeated Measures Design (Shuttleworth, 2009) was

However, theuse of a repeated measures design in the current study comeswithcertain limitations that mayaffect the validity and generalizabilityof thefindings.Repeated measures design involves the sameparticipants beingtestedmultiple times, which can lead to practice effects As participants areexposedtothesame or similar tests on several occasions, they may improve their

performancenotbecause of the intervention (in this case, the flipped classroommodel), but

duetofamiliarity with the testing process (Field, 2018) This can confound the resultsandmake itdifficult to isolate the true impact of the FC model on grammatical competence.Another limitation

is fatigue, especially when multiple assessments are involvedoveraperiod of time Repeated

testing can lead to participant fatigue, which might negativelyinfluence performance in later tests(Creswell & Creswell, 2017) This is particularlyrelevant in a school setting, where studentsalready have demanding schedules Ifstudents become fatigued, their results may not accuratelyreflect their grammaticalcompetence, further confounding the outcomes of the study The studymayalsofacechallenges related to carryover effects, where the influence of an earlier

condition(e.g.,traditional instruction) carries over and impacts later performance under

theflippedclassroom condition (Coolican, 2019) This can make it difficult to

accuratelyattributechanges in grammatical competence solely to the flipped

classroomintervention.Finally, repeated measures designs can limit generalizability Since thestudyonlyfocuses on a specific group of students within a particular educational context,

thefindings may not be applicable to other groups of students, different subjects, orbroader

educational settings (Mertens, 2020) Thus, the external validity of thestudymay be compromised,

as the results are based on a very specific set of participantsover a limited time frame While therepeated measures design allows for detailedintra-participant comparisons and the control ofindividual differences, theselimitations — practice effects, fatigue, carryover effects, and issues ofgeneralizability— must be considered when interpreting the results of the current study.Table 3.1

Research design

Participants 67 students- 2 groups

Setting a high school in the Mekong Delta Duration 10 weeks

Materials Tieng Anh 10 (Global Success, 2022), Edpuzzleplatform

Groups Group 1(N=33) Group 2(N=34) Procedure Week 1 Pre-test Pre-test Week 2,3,4,5,6 Flipped

Classroom Lecture-based classroomWeek 7 Mid-test Mid-test

Week 8,9,10,11,12 Lecture-based Flipped Classroom

26classroom Week 13 Post-test Post-test Week 14 Survey Survey Week 15 Interview Interview

As seen from the Table 3.1 above, the design of this study involves twogroupsof highschool students, participating spans ten weeks and is divided intotwophases.During Phase 1

(Weeks 2-6), Group 1 is taught using the Flipped Classroommodelwhile Group 2 follows a

Lecture-based approach After the first phase, bothgroupstook the mid-test In Phase 2 (Weeks8-12), the instructional methods are switched:Group 1 moves to the Lecture-based instruction, andGroup 2 transitions totheflippedclassroom model This crossover design allows each group to

experiencebothinstructional methods in different sequences Grammatical accuracy is

measuredatthree points: pretest, mid-test (after the first phase), and post-test (after

thesecondphase) This design helps control for order effects, ensuring that the observeddifferences

in grammatical accuracy are attributable to the instructional methodsratherthan the sequence inwhich they were administered The repeated measures designallows for a within-subject

comparison, providing robust data on the effectsoftheflipped classroom model on students'

grammatical accuracy

3 3 Context

The current study is conducted within the context of the 2018 General EnglishEducationProgram, which has been implemented since the 2022-2023 academicyear.This program aims toenhance English language proficiency through a communicativeand learner-centered approach.The research takes place at a public high school locatedin a rural area of Ben Tre province,

Vietnam The school accommodates 360tenth-grade students, organized into three types of

classes: two Group Aclasses (A1&A2),one Group B class, and six Group C classes (C1 to C6).These students areallfollowing the 2018 curriculum in English, which emphasizes practical

languageuseand integrated skills The researcher, assigned to teach two classes of GroupA,

chosethese as the experimental groups to investigate the effectiveness of theflippedclassroommodel in improving students' grammatical accuracy withinthisneweducational framework

3 4 Participants

The sampling method used in this study is non-probability based on convenience.The

participants of the study were selected using a convenience samplingprocedure.To add more value

to the adoption of convenience sampling, Mackay and Gass(2005)also believe that researcherscan rely on such sampling to appropriately initiatedatacollection procedures Moreover, it alsoassists researchers in saving time, whichisanother point of dispute for the researchers regardingthe selection of therelatedparticipants

In the present study, the researcher was in charge of instructing grammar lessonsto twogroups using the traditional and flipped classroom approaches To minimizetheeffect of the

difference in experience, if there is any, the teacher worked andplannedthe activities based on thesame textbook, which meant that the teacher tookthesamesteps regarding the content, assessment,and learning outcomes of the course

In addition, sixty-seven tenth-grade EFL students participated inthestudy,divided into twogroups: Group 1 with 33 students (22 males, 11 females) andGroup2

27with 34 students (20 males, 14 females) Students were involved in grammar lessonsusing bothlecture-based approach and flipped classroom model Participants' personalinformation, includingage, gender and proficiency level, was collected via a"StudentInformation" form before the study.Students, aged 15-16, had Englishproficiencylevels ranging from 1.75 to 9.0, as determined bythe score of Entrance examfor grade10 public high school in English All participants were from

a rural public highschooland had not studied English at a foreign language center

The study included grammatical accuracy tests to evaluate the impact oftheflipped

classroom model on students' grammatical accuracy Before andaftertheintervention, all 67

students in both groups participated in these tests toassesstheirgrammatical accuracy and

measure any improvements resulting fromtheflippedclassroom approach This assessment

provided critical data on howeffectivelytheflipped classroom model enhanced students'

grammatical accuracy comparedtothetraditional teaching method

All participants of the study completed a questionnaire that assessedtheirattitudes

toward the use of the flipped classroom model

Additionally, out of 67 students participating in the study, six were

selectedforsemi-structured interviews after the study These students were chosen

basedontheirperformance in the tests: two with the highest scores, two who

showedtheleastimprovement, and two with lower post-test scores compared to their pre-test

results.The interviews were conducted to gain deeper insights into the students' experiencesandperceptions regarding the flipped classroom model and its impact ontheirgrammatical accuracy.This qualitative data aimed to complement the quantitativefindings from the grammar tests andquestionnaires, providing a more comprehensiveunderstanding of the study's outcomes Prior tothe interviews, participantswereinformed about the study's purpose and the importance of theircontributions.Table 3.2

Participants of the two groups

Group Number of students

Gender

Male Female Group 1 33 22 11 Group 2 34 20 14

The participants voluntarily agreed to take part in the study Prior totheimplementation, theinstructor thoroughly introduced the approach to the entireclass,providing all necessaryinformation, including both the advantages and disadvantages.This ensured that the studentscould make an informed decision about whether they

wished to participate in the flipped learning approach The students voluntarilycompleted thequestionnaire and participated in the interview, with the optiontowithdraw from the study at anytime To maintain confidentiality, both thefeedbackforms and surveys were designed to be

anonymous, with no identifyinginformationcollected Additionally, the survey was administeredonly after the coursehadconcluded and all grades had been communicated to the students Theresearcheralsoemphasized that the responses to the questionnaire would have no impact

onthestudents' final grades

28

3 5 Materials and treatments

3.5.1 Textbook used for the course

The main teaching material employed for the present study for bothgroupswasTieng

Anh 10 -Global Success by Hoang et al (2022) which is compiled accordingtothe

communication direction, helping students develop communicationskillsinEnglish in

four forms: listening, speaking, reading, and writing throughtheuseoflanguage (in

terms of pronunciation, vocabulary, and grammar) At the sametime, thebook is

compiled according to a learner-centered approach, whereby all teachingactivities are

designed and organized to promote students' positivity and initiativeandcreate

maximum conditions for learning Students participate in activities topracticeand

develop English communication skills

In the Grammar section, the book will address the grammar points of thelessonunit

(maybe one or two grammar points will be taught in each lesson unit) Thesegrammar

points were mentioned in the Getting Started section so students arefamiliarwith

them.The part Language includes three small parts: pronunciation,

grammarandvocabulary The teacher teaches this part in 45 minutes Therefore, it

onlytakesstudents 20-25 minutes to learn and practice grammar knowledge

3.5.2 Materials for treatment

In this study, the experimental materials used the Edpuzzle

platformalongwithinstructional videos downloaded from YouTube, which were then

editedbyaddinginteractive questions to create a distinction between the two teaching

methods (FlippedClassroom and traditional lecture-based classroom) The teacher

searchedfor andselected appropriate videos on YouTube, focusing on grammar topics

inthecurriculum, such as the present simple tense, present continuous tense,

conditionalsentences, passive voice, etc These videos provided theoretical content

alongwithvivid examples, helping students easily grasp the material After

selectinganddownloading the videos from YouTube, the teacher used the Edpuzzle

platformtoeditthem Edpuzzle is an online tool that allows teachers to upload or link

videosfromvarious sources, including YouTube, and then add interactive elements

suchasmultiple-choice questions, open-ended questions, or notes In each video,

theteacheradded interactive questions at key points to check students'

understandingofthecontent These questions could be multiple-choice,

fill-in-the-blank, or open-ended,requiring students to answer immediately This

encouraged students tofocusandallowed the teacher to assess each student's

comprehension For example: Whenstudents watched a video on the present

continuous tense, Edpuzzle wouldpausethevideo at a specific point and ask students to

answer a question like, "Choosethecorrect verb form in the continuous tense for this

sentence." This helped reinforcethegrammar concepts during the video viewing

process After students answeredthequestions, the Edpuzzle system provided

immediate feedback, allowingthemtoevaluate their responses and better understand the

lesson This continuous feedbackprocess helped improve students' grasp of grammar

concepts

In terms of Flipped Classroom method, students were required towatchtheinstructional

videos (with interactive questions added) at home before comingtoclass.This gave

students time to self-study and review, forming a foundation so that inclass,the teacher

could focus on practice, answering questions, and reinforcingknowledgethrough group

activities or more in-depth exercises Regarding lecture-basedmethod,

29the teacher delivered the theoretical content directly in class, with students passivelyreceiving theinformation, and then doing homework afterward Interactionwasgenerally limited to the

classroom, and students had no opportunity tofamiliarizethemselves with the content beforehand.The combination of Edpuzzle andYouTubevideos made the Flipped Classroom method moreeffective by providing studentswitha flexible and autonomous learning environment, enhancinginteractionandcomprehension checks at every step of the learning process

The videos used in the pre-class phases for the group experiencingtheflippedclassroommodel were based on the main contents of the “Tieng Anh 10- Global”textbook The suitablevideos were chosen from YouTube Then the researcher editedthem on Edpuzzle by creatinginteractive questions when students watchedthevideo.The video links were sent to students threedays before the class after havingbeenreviewed by three teachers teaching the same course in thehigh school tocheckthevideos’ appropriateness for the students’ level and topics The contents ofthevideoswere presented in the lesson plan attached in the appendices section at the

endofthecurrent thesis Table 3.3 shows the topics of the videos and the length and links of

Table 3.3

Grammar points used in the treatment

Unit Theme Topic Length &links of videos 1 FAMILY LIFE Present simple

6: 53

vs present https://edpuzzle.com/assignments/668 continuous

3 MUSIC Compound

7:40 sentences

https://edpuzzle.com/assignments/668

To infinitives and cbb5ef3157846b46d1e5f/watch bare infinitives

with when and

d85b6ab7b1bfccb43c48e/watch

while

5 INVENTIONS Present perfect

9:17 https://edpuzzle.com/assignments/663 e240db70390ccfe6826c5/watch

7:30 Gerunds and to

https://edpuzzle.com/assignments/657 infinitives

7 VIET NAM AND

Comparative and

7:08

INTERNATIONAL