the effect of using flipped classroom on grammar learning for non english majored freshmen at fpt university hcmc

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY THE EFFECT OF USING FLIPPED CLASSROOM ON GRAMMAR LEARNING FOR NON-ENGLISH MAJORED FRESHMEN AT FPT UNIVERSITY HCMC A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by ĐOÀN HỒNG VÂN Supervisor: LÊ THỊ THANH THU, Ed.D HO CHI MINH City, September 2019 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ĐOÀN HỒNG VÂN THE EFFECT OF USING FLIPPED CLASSROOM ON GRAMMAR LEARNING FOR NON-ENGLISH MAJORED FRESHMEN AT FPT UNIVERSITY HCMC Major: TESOL Major number: 60 14 01 11 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Supervisor: LÊ THỊ THANH THU, Ed.D HO CHI MINH City, September 2019 i STATEMENT OF AUTHORSHIP I certify that this thesis entitled: “The effect of using flipped classroom on grammar learning for non-English majored freshmen at FPT University HCM” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted 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 acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, 2019 Doan Hong Van ii ACKNOWLEDGEMENTS I have secured a lot of assistance and advice from many people to complete my thesis I am very grateful for this help I would first like to sincerely thank my thesis supervisor, Dr Le Thi Thanh Thu, for her great care, enthusiasm, extensive knowledge and devotion I have been extremely lucky to have a supervisor who gave insightful comments, and who provided me with invaluable support to the completion of my thesis Secondly, I would like to express my deep gratitude to FPT University, HCMC, the Leader of English Department, and the students in the Fall semester of the school year 2018-2019 who kindly accepted to participate in my thesis Special thanks go to my colleagues at FPT University HCMC who were willing to share their experience and give the best suggestion for my thesis Finally, words cannot reveal my appreciation to my family: my father, my mother, my sister, and my husband Without their endless love, understanding and absolutely support, I could never overcome the difficulties in my life to complete this thesis iii ABSTRACT The flipped classroom has become a popular pedagogical tool around the world in the 21st century (Webb & Doman, 2016) because it contains a lot of benefits in promoting learning the English language The main purpose of this study was to examine the effect of the flipped classroom at FPT University HCMC to non-English majored freshmen’s grammar learning Besides, this study aimed to explore how students perceived the benefits and challenges of this application in the classroom The participants include 56 non-English majored first-year students in two classes of FPT University HCMC which were chosen randomly as the control group and the experimental group The flipped classroom was applied in the experimental group Students were required to watch the online video clips of the new grammar lessons at home then asked for clarification at class to maximize the time for students’ activities in groups or pairs, and they did not homework at home, whereas the control group was taught with the current teaching method including the lecture at class and the exercises at home After weeks of the experiment, the data were collected through the test results and students’ questionnaires Also, the data were analyzed via the mean, the percentages and confirmed by the Independent samples t-test The results showed that the experimental group outperformed the control one in terms of grammatical knowledge, especially the students of weak and fairly good levels Moreover, the respondents in the experimental group had considerably positive reflections towards the benefits of the flipped classroom as (1) the flipped classroom primarily provided opportunities to practice English grammar, (2) then enhanced relationships in class, (3) then created student-centered learning environment and (4) the last, improved learner autonomy The participants also approved two challenges including (1) the students’ pressure for the active role and (2) the distractions from surroundings, social networks, entertaining websites while they almost rejected the technical problems and Internet access as their challenges iv TABLE OF CONTENTS Page STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF FIGURES viii LIST OF TABLES ix ABBREVIATIONS x Chapter 1: INTRODUCTION 1.1 Rationales of the study 1.2 Statement of purposes 1.3 Research questions 1.4 The significance of the study 1.5 Background to the study 1.5.1 The school 1.5.2 Description of the English syllabus for English non-majored freshmen at FPT University HCM 1.5.3 Description of the textbook “Topnotch 3” 1.5.4 The test and the students 1.6 Overview of thesis chapter Chapter 2: LITERATURE REVIEW 2.1 Grammar v 2.1.1 Definitions of grammar 2.1.2 The role of grammar in language learning and teaching 10 2.1.3 Approaches to teach English grammar 11 2.1.4 Processes in teaching grammar 13 2.1.5 How to learn grammar effectively 14 2.2 Flipped classroom 16 2.2.1 Definition of the flipped classroom 16 2.2.2 The characteristics of the flipped classroom 18 2.2.3 How to conduct the flipped classroom 21 2.2.4 Selection of videos material 22 2.2.5 The benefits of the flipped classroom in learning English language 23 2.2.5.1 Improving learner autonomy 24 2.2.5.2 Enhancing the relationships in classroom 24 2.2.5.3 Creating the student-centered learning environment 25 2.2.5.4 Providing students with opportunities to practice English grammar 26 2.2.6 The challenges when applying the flipped classroom 27 2.3 Prior studies 28 2.4 Chapter summary 33 Chapter 3: RESEARCH METHODOLOGY 35 3.1 Research setting 35 3.2 Flipped classroom materials 36 3.3 Research design 37 3.3.1 Participants 38 3.3.2 Procedures of the experiment 38 3.3.3 Learning and teaching grammar in the CG and EG 41 vi 3.3.3.1 Learning and teaching in the control group 42 3.3.3.2 Learning and teaching in the experimental group 42 3.4 Data collection instruments 43 3.4.1 Tests 44 3.4.1.1 Pre-test 44 3.4.1.2 Post-tests 45 3.4.2 Questionnaire 47 3.5 Chapter summary 49 Chapter 4: FINDINGS AND DISCUSSION 50 4.1 Analytical framework 50 4.2 Test data analysis 51 4.2.1 Pre-test analysis 51 4.2.2 Post-tests analysis 52 4.2.2.1 Test results 52 4.2.2.2 Test results 54 4.2.2.3 Test results 56 4.3 Questionnaire data analysis 62 4.3.1 Student’s reflection towards learning English grammar before applying flipped classroom 62 4.3.2 Students’ perceived the benefits of the flipped classroom 63 4.3.3 Students’ perceived the challenges of the flipped classroom 66 4.4 Discussions 69 4.4.1 Research question 1: To what extent does the flipped classroom affect grammar learning of FPT University HCMC nonEnglish majored freshmen? 69 4.4.2 Research question 2: How they perceive the benefits and challenges in studying grammar with the flipped classroom? 71 vii 4.4.2.1 Discussions on the benefits of the flipped classroom 71 4.4.2.2 Discussions on the challenges of flipped classroom 73 Chapter 5: CONCLUSION AND RECOMMENDATIONS 76 5.1 Main findings of the thesis 76 5.2 Implications 79 5.2.1 Implications for school administrations 79 5.2.2 Implications for teachers 79 5.2.3 Implications for students 81 5.3 Limitations of the study 82 5.4 Recommendations for the further research 83 REFERENCES 84 APPENDICES 97 viii LIST OF FIGURES Page Figure Stages of the flipped classroom 21 Figure The Post-test results 53 Figure The Post-test results 55 Figure The Post-test results 57 Figure 4 The percentages of weak students of the three tests 59 Figure The percentages of average students of the three tests 59 Figure The percentages of fairly good students of the three tests 60 Figure The percentages of good students of the three tests 61 144 Section and 3: Please tick (✓) the most appropriate answer from the box Statements Benefits of the flipped classroom The flipped classroom helps me become more active in learning grammar The flipped classroom helps me become involved in collaboration and team work The flipped classroom gives me more chances to complete more exercises of English grammar and take part in various actvities in class The flipped classroom gives me more time to ask questions about the problems I don’t understand The flipped classroom gives me better opportunities to interact with other students by working in groups The flipped classroom makes my learning more Strongly Disagree Neutral Agree Strongly Disagree Agree 145 effective because I have more chances to communicate with my teacher In the flipped classroom, I have explored my own strategies for grammar learning 10 The flipped classroom helps me to improve my learning ability by myself Challenges of the flipped classroom 11 I have difficulties in changing passive role (only receive knowledge) to active role (design knowledge) in the flipped classroom 12 In the flipped classroom, I might concentrate on learning more than current classroom practice 13 When watching the video at home, I am distracted by outside elements such as my friends, family, sounds, etc 14 I am distracted by social networks and entertaining 146 websites when watching online videos 15 I have difficulties in technology device such as broken laptop/computer, virus, damaged screen, etc when watching the video 16 I have problems with Internet access to watch video Thank you for your help 147 APPENDIX 13 Bảng câu hỏi “Lớp học đảo ngược” Chào bạn sinh viên thân mến, Bảng câu hỏi sau nhằm thu thập liệu với mục đích đánh giá ảnh hưởng phương pháp lớp học đảo ngược học ngữ pháp Mong bạn giúp trả lời câu hỏi cẩn trọng chân thành Bảng câu hỏi nhằm mục đích nghiên cứu Cám ơn hợp tác bạn Lớp:………………………………… Phần 1: Khoanh tròn câu trả lời bạn chọn Bạn có nghĩ ngữ pháp tiếng Anh quan trọng khơng? A Khơng quan trọng B Bình thường C Quan trọng Những năm học vừa qua, bạn cảm thấy lớp học ngữ pháp mình? A Nhàm chán B Bình thường C Thú vị 148 Phần 3: Đánh dấu (✓) vào câu trả lời phù hợp với bạn khung Hoàn Ý kiến toàn khơng đồng ý Những lợi ích lớp học đảo ngược Lớp học đảo ngược giúp em chủ động học ngữ pháp Lớp học đảo ngược giúp em hịa nhập hợp tác làm việc nhóm Lớp học đảo ngược giúp em hoàn thành nhiều tập ngữ pháp tham gia nhiều hoạt động lớp Lớp học đảo ngược giúp em có nhiều thời gian để hỏi vấn đề em chưa hiểu Lớp học đảo ngược tạo nhiều hội cho em tương tác với bạn lớp cách tham gia hoạt động nhóm Lớp học đảo ngược giúp em có nhiều hội việc Khơng đồng ý Trung tính Hồn Đồng ý toàn đồng ý 149 giao tiếp với giáo viên Ở lớp học đảo ngược, em tìm chiến lược học ngữ pháp 10 Lớp học đảo ngược giúp em cải thiện khả tự học thân Những thách thức lớp học đảo ngược 11 Em gặp khó khăn việc thay đổi vai trò từ bị động tiếp thu kiến thức sang chủ động tạo kiến thức lớp học đảo ngược 12 Ở lớp học đảo ngược em phải tập trung học tập so với lớp học truyền thống 13 Khi xem video nhà, em bị xao lãng tác động bên bạn bè, gia đình, âm thanh, v.v 14 Em bị xao lãng mạng xã hội chương trình giải trí trị chơi trực tuyến xem video trực tuyến 15 Em gặp vấn đề với trang 150 thiết bị công nghệ xem video máy tính hư, virus, hỏng hình, v.v 16 Em gặp khó khăn truy cập internet để xem video Cảm ơn giúp đỡ em 151 APPENDIX 14 Pre-test Control group Class 1431 Stt Code Mark C1 7.6 C2 C3 8.4 C4 7.6 C5 8.2 C6 5.6 C7 6.6 C8 7.6 C9 7.6 10 C10 7.6 11 C11 12 C12 5.6 13 C13 7.2 14 C14 6.4 15 C15 7.8 16 C16 8.2 17 C17 6.2 18 C18 152 19 C19 7.6 20 C20 8.8 21 C21 6.8 22 C22 7.2 23 C23 5.8 24 C24 6.8 25 C25 6.6 26 C26 7.2 27 C27 6.2 28 C28 6.2 29 C29 6.6 153 Pre-test Experimental group- Class 1423 Stt Code Mark E1 8.2 E2 6.2 E3 E4 8.2 E5 7.4 E6 7.8 E7 6.8 E8 8.2 E9 10 E10 7.6 11 E11 6.4 12 E12 6.8 13 E13 5.4 14 E14 7.4 15 E16 6.8 16 E16 7.4 17 E17 7.2 18 E18 5.8 19 E19 154 20 E20 8.8 21 E21 7.8 22 E22 5.2 23 E23 24 E24 7.2 25 E25 5.2 26 E26 5.8 27 E27 8.2 155 APPENDIX 15 Post-test Control group Class 1431 Stt Code Post-test Post-test Post-test C1 8.5 C2 6.5 C3 9 8.5 C4 5.5 6.5 7.5 C5 C6 3.5 4 C7 4.5 4.5 4.5 C8 7.5 8.5 C9 6.5 10 C10 7.5 8.5 11 C11 5.5 6.5 12 C12 4.5 5.5 13 C13 7.5 8.5 14 C14 4.5 4 15 C15 8 9.5 16 C16 9.5 17 C17 3.5 18 C18 5.5 6.5 156 19 C19 7.5 8.5 20 C20 9.5 10 21 C21 6.5 22 C22 6.5 7.5 23 C23 3.5 24 C24 6.5 6.5 25 C25 6.5 6.5 26 C26 6 6.5 27 C27 3.5 4.5 4.5 28 C28 4.5 6.5 29 C29 4.5 5.5 157 Post test Experimental group- Class 1423 Stt Code Post-test Post-test Post-test E1 6.5 8.5 8.5 E2 6.5 6.5 6.5 E3 3.5 6.5 8.5 E4 8.5 9.5 E5 6.5 6.5 E6 9.5 10 9.5 E7 6.5 8.5 E8 6.5 6.5 9.5 E9 6.5 6.5 10 E10 6.5 7.5 11 E11 8.5 12 E12 4.5 6.5 13 E13 6.5 8 14 E14 8.5 8.5 15 E16 10 9.5 10 16 E16 4.5 4.5 17 E17 8.5 8.5 18 E18 9 19 E19 8 8.5 158 20 E20 8.5 9.5 8.5 21 E21 8.5 9.5 22 E22 8.5 8.5 23 E23 8.5 24 E24 8.5 10 25 E25 7.5 8.5 8.5 26 E26 3.5 6.5 27 E27 6.5 8.5 ...MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ĐOÀN HỒNG VÂN THE EFFECT OF USING FLIPPED CLASSROOM ON GRAMMAR LEARNING FOR NON- ENGLISH MAJORED FRESHMEN AT FPT UNIVERSITY. .. September 2019 i STATEMENT OF AUTHORSHIP I certify that this thesis entitled: ? ?The effect of using flipped classroom on grammar learning for non- English majored freshmen at FPT University HCM” is... promoting learning the English language The main purpose of this study was to examine the effect of the flipped classroom at FPT University HCMC to non- English majored freshmen? ??s grammar learning Besides,