the effects of flipped classroom approach on efl students’ oral performance and their attitudes an experimental study in ton duc thang university

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY THE EFFECTS OF FLIPPED-CLASSROOM APPROACH ON EFL STUDENTS’ ORAL PERFORMANCE AND THEIR ATTITUDES: AN EXPERIMENTAL STUDY IN TON DUC THANG UNIVERSITY A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in TESOL Submitted by LE THI THU HIEN Supervisor: Pham Vu Phi Ho (PhD.) Ho Chi Minh City, 2019 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY LE THI THU HIEN THE EFFECTS OF FLIPPED-CLASSROOM APPROACH ON EFL STUDENTS’ ORAL PERFORMANCE AND THEIR ATTITUDES: AN EXPERIMENTAL STUDY IN TON DUC THANG UNIVERSITY Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60 14 01 11 MASTER OF ARTS IN TESOL Supervisor: Pham Vu Phi Ho (PhD.) Ho Chi Minh City, 2019 i STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The Effects of Flipped-Classroom Approach on EFL Students’ Oral Performance and Their Attitudes: An Experimental Study in Ton Duc Thang University” represents my own work Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extract in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person‘s work has been used without due acknowledgment in the main text of the thesis This thesis has not been previously submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, 2019 Le Thi Thu Hien ii ACKNOWLEDGEMENTS I would like to firstly show my gratitude to my advisor, Dr Pham Vu Phi Ho, without whom, this thesis would not have been possible Thank you for all of your precious help and guidance It is also a pleasure to thank my colleagues and the administration department in CLC – Ton Duc Thang University for their support Thank you for opening the door for new ideas and offering me all the facility I need And lastly, I would like to thank the students participating in this study, who have confined in me and gave me very valuable in-puts iii ABSTRACT This study looks into English Speaking classes of a course named Communicative English in the first semester of school year 2017-2018 51 participating college students in these classes were enrolled and completed all the course requirements in different teaching methods The control group is taught with traditional face-to-face instruction approach and the experimental group is taught with flipped-classroom approach In the experimental group, the teachers‘ instruction was recorded in videos and uploaded to the internet for the students to watch in advance Also, the practice for that content was done online as a form of homework Then, while in class, the teacher could save the lecturing time for more collaborative activities so that the students could have more communicate practice At the end of the course, there results of pre-test and post-test, unit tests, and online homework were calculated by SPSS program to examine the progress of students‘ speaking performance Secondly, the qualitative data was also collected through interview to identify the attitudes of the students The findings of the analysis of both formal and informal data came out very clear The flipped classroom approach proved to be more effective as it improved the students performing better compare with the traditional face-to-face class Also, the interview results showed that students in the experimental group have more positive attitudes towards the teaching approach as well as their English learning They expressed higher motivation and better impression about the class However, they also admitted having to struggle to overcome some difficulties like learning experience, technology literacy and English proficiency level in the preparation stage In summary, this paper opens the door for the possibility of using flipped classroom in foreign language teaching contexts Especially in educational institutions which can offer sufficient technological support to their teachers as well as their students in the preparation stage iv CONTENT STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii CONTENT iv LIST OF FIGURES viii LIST OF TABLES ix CHAPTER 1: INTRODUCTION .1 1.1 Background of the study 1.2 Statement of the problem 1.3 Research aims 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study CHAPTER 2: LITERATURE REVIEW 2.1 Definitions of terms 2.1.1 Oral performance 2.1.2 Flipped-classroom Approach 2.1.3 Blended language learning 2.1.4 Students attitudes 2.2 Theoretical framework 2.2.1 Theory-based approach to Flipped-classroom v 2.2.2 A combination of Flipped-classroom Approach and Blended Learning 12 2.2.3 Academic debates on Flipped Classroom Approach 16 2.2.4 Reported benefits of Flipped-classroom .19 2.3 A review of imperial studies related to this topic 23 2.4 Research gap 34 2.5 Chapter summary 35 CHAPTER 3: RESEARCH METHODOLOGY 36 3.1 Research design .36 3.2 Research site and participants 37 3.2.1 Creative Language Center – Ton Duc Thang University 37 3.2.2 Participants 38 3.3 Data collection .39 3.3.1 Instruments 39 3.3.2 Sampling Procedure 46 3.3.3 Procedures of the study .47 3.3.4 Training procedures 48 3.3.5 Validity of the study 55 3.3.6 Reliability of the study .56 3.4 Data analysis procedures .56 3.5 Chapter summary 58 CHAPTER 4: FINDINGS AND DISCUSSION 59 4.1 Research Question 1: How does Flipped-classroom Approach affect the learners‘ second language oral performance? 59 vi 4.1.1 Pre-test and post-test 59 4.1.2 Unit Tests 61 4.1.3 Students‘ Progress 63 4.2 Research question 2: How effective is the homework in each approach in improving students‘ oral performance? How valid and reliable are the homework in both approaches? 65 4.2.1 Effectiveness of online homework .65 4.2.2 The reliability of the homework 67 4.2.3 The validity of the homework 68 4.3 Research Question 3: How does Flipped-classroom Approach affect the learners‘ attitudes? 70 4.3.1 Students‘ general impressions about the class 70 4.3.2 Students‘ problems in traditional class & in flipped-classroom.71 4.3.3 Students‘ stress of workload .72 4.3.4 Students‘ motivation 73 4.4 Discussion 74 4.5 Chapter summary 75 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 76 5.1 Conclusion .76 5.2 Recommendations 76 5.3 Limitations and recommendations for further studies 77 REFERENCES 79 APPENDIX .95 APPENDIX A: COURSE BOOK 95 vii APPENDIX B 101 APPENDIX C 122 APPENDIX D 136 APPENDIX E 140 APPENDIX F 146 APPENDIX G 148 APPENDIX H 152 viii LIST OF FIGURES Figure 2.1: Psycho-Educational Origins of Student-Centered 15 Learning Theories Figure 3.1: Facebook group of the experimental class 42 Figure 3.2: The video of language instruction for the experimental group 43 Figure 3.3: The class on LMS 45 Figure 3.4: The students‘ scores on LMS 46 172 Multiple Comparisons Su_Tien_Bo Tukey HSD 95% Confidence Interval Mean (I) Year (J) Year -.231 305 730 -.97 51 919 * 374 046 01 1.82 231 305 730 -.51 97 1.150 * 378 010 24 2.06 -.919 * 374 046 -1.82 -.01 -1.150 * 378 010 -2.06 -.24 Difference (I-J) Std Error Sig Lower Bound * The mean difference is significant at the 0.05 level Homogeneous Subsets Su_Tien_Bo Tukey HSD Subset for alpha = 0.05 Year N N 10 21 3.62 20 3.85 Sig 2.70 1.000 792 Means for groups in homogeneous subsets are displayed T-TEST GROUPS=Group(1 2) /MISSING=ANALYSIS /VARIABLES=Su_Tien_Bo /CRITERIA=CI(.9500) Upper Bound 173 T-Test Notes Output Created 21-Aug-2019 20:06:48 Comments Input Active Dataset DataSet1 Filter Weight Split File N of Rows in Working Data 51 File Missing Value Handling Definition of Missing User defined missing values are treated as missing Cases Used Statistics for each analysis are based on the cases with no missing or out-of-range data for any variable in the analysis Syntax T-TEST GROUPS=Group(1 2) /MISSING=ANALYSIS /VARIABLES=Su_Tien_Bo /CRITERIA=CI(.9500) Resources Processor Time 00:00:00.000 Elapsed Time 00:00:00.000 [DataSet1] Group Statistics Group Su_Tien_Bo N Mean Std Deviation Std Error Mean Control 25 3.12 881 176 Exp 26 3.92 1.055 207 174 Independent Samples Test Levene's Test for Equality of Variances F Su_Tien_Bo Equal variances assumed Sig .278 600 Equal variances not assumed Independent Samples Test t-test for Equality of Means Mean t Su_Tien_Bo Equal variances assumed Equal variances not assumed df Sig (2-tailed) Difference -2.944 49 005 -.803 -2.954 48.072 005 -.803 Independent Samples Test t-test for Equality of Means 95% Confidence Interval of the Difference Std Error Difference Su_Tien_Bo Equal variances assumed Equal variances not assumed Lower Upper 273 -1.351 -.255 272 -1.350 -.256 T-TEST GROUPS=Group(1 2) /MISSING=ANALYSIS /VARIABLES=percent_online_homework average_of_10minute_tests /CRITERIA=CI(.9500) T-Test 175 Notes Output Created 21-Aug-2019 20:07:51 Comments Input Active Dataset DataSet1 Filter Weight Split File N of Rows in Working Data 51 File Missing Value Handling Definition of Missing User defined missing values are treated as missing Cases Used Statistics for each analysis are based on the cases with no missing or out-of-range data for any variable in the analysis Syntax T-TEST GROUPS=Group(1 2) /MISSING=ANALYSIS /VARIABLES=percent_online_homewo rk average_of_10minute_tests /CRITERIA=CI(.9500) Resources Processor Time 00:00:00.000 Elapsed Time 00:00:00.000 [DataSet1] Group Statistics Group percent_online_homework average_of_10minute_tests N Mean Std Deviation Std Error Mean Control 25 90.36 9.183 1.837 Exp 26 79.27 6.497 1.274 Control 25 8.092 9331 1866 Exp 26 7.596 6453 1265 176 Independent Samples Test Levene's Test for Equality of Variances F percent_online_homework Equal variances assumed Sig 5.446 024 2.978 091 Equal variances not assumed average_of_10minute_tests Equal variances assumed Equal variances not assumed Independent Samples Test t-test for Equality of Means t percent_online_homework Equal variances assumed Equal variances not assumed average_of_10minute_tests Equal variances assumed Equal variances not assumed df Sig (2-tailed) 4.995 49 000 4.962 43.080 000 2.215 49 031 2.199 42.515 033 Independent Samples Test t-test for Equality of Means percent_online_homework Equal variances assumed Equal variances not assumed average_of_10minute_tests Equal variances assumed Equal variances not assumed Mean Std Error Difference Difference 11.091 2.220 11.091 2.235 4958 2239 4958 2255 Independent Samples Test t-test for Equality of Means 95% Confidence Interval of the Difference Lower Upper 177 percent_online_homework Equal variances assumed Equal variances not assumed average_of_10minute_tests Equal variances assumed Equal variances not assumed 6.629 15.553 6.583 15.598 0459 9458 0410 9507 GET FILE='C:\Users\khanhcm\Downloads\in (3).sav' DATASET NAME DataSet0 WINDOW=FRONT T-TEST GROUPS=Group(1 2) /MISSING=ANALYSIS /VARIABLES=average_of_10minute_tests /CRITERIA=CI(.9500) T-Test [DataSet1] C:\Users\khanhcm\Downloads\in (3).sav Group Statistics Group average_of_10minute_tests N Mean Std Deviation Std Error Mean Control 25 8.092 9331 1866 Exp 26 7.596 6453 1265 Independent Samples Test Levene's Test for Equality of Variances F average_of_10minute_tests Equal variances assumed Equal variances not assumed Sig 2.978 091 178 Independent Samples Test t-test for Equality of Means t average_of_10minute_tests Equal variances assumed Equal variances not assumed df Sig (2-tailed) 2.215 49 031 2.199 42.515 033 Independent Samples Test t-test for Equality of Means average_of_10minute_tests Equal variances assumed Equal variances not assumed Mean Std Error Difference Difference 4958 2239 4958 2255 Independent Samples Test t-test for Equality of Means 95% Confidence Interval of the Difference Lower average_of_10minute_tests Equal variances assumed Equal variances not assumed Upper 0459 9458 0410 9507 T-TEST GROUPS=Group(1 2) /MISSING=ANALYSIS /VARIABLES=percent_online_homework /CRITERIA=CI(.9500) T-Test [DataSet1] C:\Users\khanhcm\Downloads\in (3).sav 179 Group Statistics Group percent_online_homework N Mean Std Deviation Std Error Mean Control 25 90.36 9.183 1.837 Exp 26 79.27 6.497 1.274 Independent Samples Test Levene's Test for Equality of Variances F percent_online_homework Equal variances assumed Sig 5.446 024 Equal variances not assumed Independent Samples Test t-test for Equality of Means t percent_online_homework Equal variances assumed Equal variances not assumed df Sig (2-tailed) 4.995 49 000 4.962 43.080 000 Independent Samples Test t-test for Equality of Means percent_online_homework Equal variances assumed Equal variances not assumed Mean Std Error Difference Difference 11.091 2.220 11.091 2.235 Independent Samples Test t-test for Equality of Means 95% Confidence Interval of the Difference Lower percent_online_homework Equal variances assumed 6.629 Upper 15.553 180 Equal variances not 6.583 assumed 15.598 RELIABILITY /VARIABLES=pretest_interlocutor_control pretest_interrater_control /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA Reliability Notes Output Created 08-OCT-2019 12:14:08 Comments Input Active Dataset DataSet0 Filter Weight Split File N of Rows in Working Data 26 File Matrix Input Definition of Missing Missing Value Handling User-defined missing values are treated as missing Statistics are based on all Cases Used cases with valid data for all variables in the procedure RELIABILITY /VARIABLES=pretest_interlo cutor_control Syntax pretest_interrater_control /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA Processor Time 00:00:00.00 Elapsed Time 00:00:00.01 Resources 181 [DataSet0] Scale: ALL VARIABLES Case Processing Summary N Valid Cases a Excluded Total % 25 96.2 3.8 26 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's N of Items Alpha 959 RELIABILITY /VARIABLES=posttest_interlocutor_control posttest_interrater_control /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA Reliability Notes 182 Output Created 08-OCT-2019 12:14:34 Comments Input Active Dataset DataSet0 Filter Weight Split File N of Rows in Working Data 26 File Matrix Input Definition of Missing Missing Value Handling User-defined missing values are treated as missing Statistics are based on all Cases Used cases with valid data for all variables in the procedure RELIABILITY /VARIABLES=posttest_interl ocutor_control Syntax posttest_interrater_control /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA Processor Time 00:00:00.00 Elapsed Time 00:00:00.01 Resources [DataSet0] Scale: ALL VARIABLES Case Processing Summary N Valid Cases a Excluded % 25 96.2 3.8 183 Total 26 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's N of Items Alpha 964 RELIABILITY /VARIABLES=pretest_interlocutor_exp pretest_interrater_exp /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA Reliability Notes Output Created 08-OCT-2019 12:14:56 Comments Input Active Dataset DataSet0 Filter Weight Split File N of Rows in Working Data 26 File Matrix Input Definition of Missing Missing Value Handling User-defined missing values are treated as missing Statistics are based on all Cases Used cases with valid data for all variables in the procedure 184 RELIABILITY /VARIABLES=pretest_interlo cutor_exp Syntax pretest_interrater_exp /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA Processor Time 00:00:00.02 Elapsed Time 00:00:00.01 Resources [DataSet0] Scale: ALL VARIABLES Case Processing Summary N Valid Cases a Excluded Total % 26 100.0 0 26 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's N of Items Alpha 962 RELIABILITY /VARIABLES=posttest_interlocutor_exp posttest_interrater_exp /SCALE('ALL VARIABLES') ALL 185 /MODEL=ALPHA Reliability Notes Output Created 08-OCT-2019 12:16:04 Comments Input Active Dataset DataSet0 Filter Weight Split File N of Rows in Working Data 26 File Matrix Input Definition of Missing Missing Value Handling User-defined missing values are treated as missing Statistics are based on all Cases Used cases with valid data for all variables in the procedure RELIABILITY /VARIABLES=posttest_interl ocutor_exp Syntax posttest_interrater_exp /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA Processor Time 00:00:00.00 Elapsed Time 00:00:00.01 Resources [DataSet0] 186 Scale: ALL VARIABLES Case Processing Summary N Valid Cases a Excluded Total % 26 100.0 0 26 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's N of Items Alpha 960 ...MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY LE THI THU HIEN THE EFFECTS OF FLIPPED- CLASSROOM APPROACH ON EFL STUDENTS’ ORAL PERFORMANCE AND THEIR ATTITUDES: AN EXPERIMENTAL. .. STATEMENT OF AUTHORSHIP I certify that this thesis entitled ? ?The Effects of Flipped- Classroom Approach on EFL Students’ Oral Performance and Their Attitudes: An Experimental Study in Ton Duc Thang University? ??... engaging in the application of the flipped model of instruction and the collection and analysis of both quantitative and qualitative data to evaluate the model‘s effects on student oral performance