Using the flipped classroom model as a vocabulary teaching aid for the new ‘tiếng anh 11’ to enhance EFL learning of students at a high school in ha noi

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES -  - KIỀU THỊ THU THỦY USING THE FLIPPED CLASSROOM MODEL AS A VOCABULARY TEACHING AID FOR THE NEW „TIẾNG ANH 11‟ TO ENHANCE EFL LEARNING OF STUDENTS AT A HIGH SCHOOL IN HA NOI (Sử dụng mơ hình lớp học đảo ngược làm công cụ hỗ trợ việc giảng dạy từ vựng cho sách giáo khoa “Tiếng Anh 11” chương trình thí điểm nhằm nâng cao hiệu học tập ngoại ngữ học sinh trường THPT Hà Nội) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231.01 Hanoi, 2020 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES -  - KIỀU THỊ THU THỦY USING THE FLIPPED CLASSROOM MODEL AS A VOCABULARY TEACHING AID FOR THE NEW „TIẾNG ANH 11‟ TO ENHANCE EFL LEARNING OF STUDENTS AT A HIGH SCHOOL IN HA NOI (Sử dụng mơ hình lớp học đảo ngược làm công cụ hỗ trợ việc giảng dạy từ vựng cho sách giáo khoa “Tiếng Anh 11” chương trình thí điểm nhằm nâng cao hiệu học tập ngoại ngữ học sinh trường THPT Hà Nội) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231.01 Supervisor : Prof Dr Hoàng Văn Vân Hanoi, 2020 DECLARATION I, the undersigned, declare that this thesis is the results of my own research and has not been submitted to any other university or institution partially or wholly Except where the reference is indicated, no other person‟s work has been used without due acknowledgement in text of the thesis Student Kiều Thị Thu Thủy In my capacity as supervisor of the candidate‟s thesis, I certify that the above statements are true to the best of my knowledge Supervisor Prof Dr Hoang Van Van i ACKNOWLEDGEMENTS First of all, the researcher would like to express her gratitude to the Dean, the Vice Dean and all staffs of the Faculty of Postgraduate Department for their priceless wisdom, encouragement, help and kindness during her study and writing this thesis In the second place, she wishes to extend her great honor and deepest gratitude to her adviser, Prof Dr Hoang Van Van, for his invaluable guidance, correction, facilitation and encouragement in the writing of this thesis Her special thanks also are forwarded to Mr Khuat Dang Khoa, the Headmaster of the High School where she is working, who had permitted her to conduct this research in his school Her thanks are presented to all the English teachers of the school‟s English group for their help and advice during the implementation of the research And then, her great thanks are extended to students of class 11A4 (school year: 2017-2018) for their cooperation during the time the research was conducted Finally, she would like to thank her family, her friends for their spirit, encouragement and their support Without them this thesis couldn‟t be accomplished ii ABSTRACT To master all four language skills, vocabulary is very essential to successful communication Understanding this need and the problems that learners face during learning English, this action research was conducted with the aim at improving students‟ English language learning through Flipped Classroom Model technique to the eleventh graders at a high school in Ha Noi in the academic year of 2017-2018 and investigating their attitudes toward this technique Forty three participants were involved in the research during 16 weeks of the second term The present study was concerned with using Flipped Classroom techniques as a vocabulary teaching aid by administering pre-test, post-test and questionnaire as the research instruments The results showed that students‟ achievements in all four language skills were higher after the intervention Although the general achievement was not so impressive, it however indicates that Flipped Classroom Model is still an effective learning method and worth applying in English language teaching and learning Besides, most of the students showed their agreement on the use of Flipped Model as it helped them to be more motivated, active, and engaged in learning It also created a friendly learning environment where students felt more confident, cooperative and responsible during learning process In general, Flipped Classroom Model academically, socially and psychologically iii improved students‟ outcomes TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATION vi LIST OF TABLES vii LIST OF FIGURES viii PART A: INTRODUCTION PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definition of key terms 1.1.1 Vocabulary and Vocabulary Teaching 1.1.2 Vocabulary and integrated four language skills 1.1.3 Flipped Classroom 1.1.4 Traditional Classroom and Flipped Classroom 1.2 Theoretical Framework 11 1.3 Elements of the Flipped Classroom Model 15 1.4 Advantages of FC Model 16 1.5 Previous Studies 16 1.6 Strategy to Conduct FC Model 23 CHAPTER 2: METHODOLOGY 25 2.1 Rationale for Choosing Action Research 25 2.2 Procedure 27 2.3 Research Setting 29 2.4 Textbook 30 2.5 Hypotheses of the Study 32 2.6 Data Collection Instruments 33 iv 2.7 Intervention 35 2.8 Study Timetable and Data Analysis 36 2.9 Summary 40 CHAPTER 3: THE PRESENTATION OF THE FINDINGS 41 3.1 Data Tabulation and Description 41 3.2 Data Analysis 43 3.2.1 Findings Related to Research Question One: 43 3.2.2 Findings Related to Research Question Two 46 3.3 Discussion of the Findings 48 3.3.1 Achievement 48 3.3.2 Attitudes 49 PART C: CONCLUSION AND RECOMMENDATION 50 Conclusion 50 Limitations of the Study 51 Recommendations 53 REFERENCES 54 APPENDICES I v LIST OF ABBREVIATION vi LIST OF TABLES Table Definitions of Flipped learning 17 Table Tabulation of data showing the subjects‟ scores through FC model 41 Table Students‟ responses to the two „open-ended‟ questions 43 Table Summary of the research finding showing the mean score from pre-test and post-test of four language skills 44 vii LIST OF FIGURES Figure 1: Comparison of traditional classroom and flipped classroom 10 Figure Synthesis of the models and theories associated with flipped learning 14 Figure Synthesis of learning processes in flipped learning 15 Figure Action research cycle 28 Figure 5.The students‟ progress in each language skills through FC model 45 Figure The progressing of grand mean in students‟ achievement thanks to application of FC model 46 viii SECTION 4: SPEAKING Part 1: Introduce yourself Your introduction may include the following information: - Your name, age - Your interest/ hobby - Your family/ friend - Your schooling Part 2: Share your opinion about the following questions: Do you think pollution is a big problem nowadays? Have you ever taken part in any environmental events? What you to prevent our environment from pollution? XVIII APPENDIX – THE QUESTIONNAIRE Dear Students, I am conducting a study on "Using the flipped classroom model as a vocabulary teaching aid for the new ‘Tiếng Anh 11’ to enhance EFL learning of students at a high school in Ha Noi” Therefore, you are kindly asked to fill in the questionnaire, honestly, genuinely and carefully I like to stress that the information you provide is completely confidential used by the researcher only For that matter, you don't have to write your name Question 1: How you feel about the use of flipped classroom model in language learning? Choose ONE option that best describe your choice  Like a lot  Like a little  Not sure  Dislike a little  Dislike a lot Question 2: Were there anything in particular that you found enjoyable in the Flipped classroom model? Give details?  Yes  No  If your answer is Yes, put a tick (√) in any option that suits you preparing for the lesson in advance  having more time to acquire the vocabulary items  improving confidence in class  feeling more in charge of your own learning  improving learning skills  Enjoyable learning context  Others:………………………………… XIX Question 3: Was there any thing in particular that you did not enjoy in the Flipped Classroom Model? Give details?    Yes No If your answer is Yes, put a tick (√) in any option that suits you Time-consuming More workload More distractions Others…………………………………… XX APPENDIX 4: WRITING AND SPEAKING RUBRIC WRITING ASSESSMENT CRITERIA Assessing Criteria (1) Task Achievement Addressing the test questions Richness of ideas (2) Coherence and Cohesion Presenting ideas coherently Using cohesive devices (3) Lexical Resource Accuracy Variety of words (4) Grammatical Range and Accuracy Accuracy Variety of structures SPEAKING ASSESSMENT CRITERIA Assessing Criteria (1) Message Content Addressing the test questions Richness of ideas (2) Fluency and Coherence Presenting ideas fluently Using connectives and discourse markers (3) Lexical Resource Accuracy Variety of words (4) Grammatical Range and Accuracy Accuracy Variety of structures (5) Performance Using a range of pronunciation features (stress, intonation, volume ) Confidence, Willingness to communicate XXI APPENDIX 5: SYLLABUS ENGLISH 11 - 2ND SEMESTER UNIT UNIT 6: GLOBAL WARMING UNIT 7: FURTHER EDUCATION XXII Progress test UNIT 8: OUR WORLD HERITAGE SITES Test correction REVIEW Progress test UNIT 9: CITIES OF THE FUTURE XXIII Test correction UNIT 10: HEALTHY LIFESTYLE & LONGEVITY REVIEW Revision and the second term test XXIV APPENDIX 6: SAMPLE LESSON PLAN Unit 6: GLOBAL WARMINIG Lesson 4: Speaking A Aims and Objectives: Language focus To provide learners some vocabulary related to the topic of global warming - To instruct learners how to express opinions, agreements or disagreements about solutions to global warming Skills - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Videos, Handouts, textbook, lesson plan and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages At home New lesson 10 minutes *Key: 1, 2, 4, 5, 10 minutes Activity 2: The table below presents the reasons why the activities in can help reduce global warming Match them with the activities - Put Ss in pairs, ask them to discuss and the task Pair work - Let Ss read the text again and locate the parts of the text where they can get the answers - Teacher calls on to explain their choices * minutes T < > Ss Keys: e b c a d Activity 3: Lan, Mai and Minh are talking about the activities presented in Work in groups of three Complete the conversation using the phrases in the box and then practice it Ask Ss to work in groups, the task - Do as appointed - Let Ss to share their groups' ideas XXVII Group work 14 minutes Wrap-up minutes Homework minute XXIX ... her thesis entitled ? ?Using the flipped classroom model as a vocabulary teaching aid for the new ‘Tiếng Anh 11’ to enhance EFL learning of students at a high school in Ha Noi? ?? for months (from January... as a vocabulary teaching aid for the new „Tiếng Anh 11‟ on students? ?? 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