Applying flip teaching method to improve students’ active learning at a high school in hanoi

VIETNAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES LÊ THỊ MAI HOA APPLYING FLIP TEACHING METHOD TO IMPROVE STUDENTS’ ACTIVE LEARNING AT A HIGH SCHOOL IN HANOI Áp dụng phương pháp dạy học đảo chiều để cải thiện việc học chủ động học sinh trường trung học phổ thông Hà Nội Major: English Teaching Methodology Supervisor: Dr Huynh Anh Tuan Hanoi - 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled APPLYING FLIP TEACHING METHOD TO IMPROVE THE STUDENTS‟ ACTIVE LEARNING AT A HIGH SCHOOL IN HANOI submitted in partial fulfillment of the requirements for the degree of Master in English Linguistics Except where the reference is indicated, no other person‟s work has been used without due acknowledgement in the text of the thesis Hanoi, 2021 Le Thi Mai Hoa Approved by SUPERVISOR- Huynh Anh Tuan, PhD Huynh Anh Tuan Date: …………………………… i ACKNOWLEDGEMENTS This thesis would not have been accomplished without the assistance of several individuals who one way or another have converted their valuable interpretations of the subject into solid knowledge that directly contributes to the preparation and completion of this study First and foremost, I would like to manifest my most sincere gratitude to Dr Huynh Anh Tuan, my thesis supervisor, who has contributed an untiring effort in guiding and correcting various documents of mine with attention to detail He has always been willing to provide necessary guidance that greatly facilitates the writing of this research work I would also like to thank the experts in Vietnam National University, whose valuable lectures have provided me abundant knowledge and experiences in the field And last but not least, I offer my regards and appreciation to my family, friends, and the staffs the Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University for their supports and inspiration during the completion of the thesis Hanoi, 2021 Le Thi Mai Hoa ii ABSTRACT Pressure from global expectations and challenges being faced by L2 learners in the 21st century is gradually increasing With the aim to prepare the learners in facing the challenges of this globalized world, provide a student-centered environment for them and allow them to be responsible in their learning, this study investigated the effects of flip classroom on students‟ active learning The study, involving 47 high school students in Hanoi, was an action research Three data collection tools were used to obtain data to seek answers of the research questions: survey, interview and teaching diary Analysis of the data indicated generally students‟ positive attitudes towards the flip method This study also figured at some implications for the teachers when applying the method iii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY…………………………………………… i ACKNOWLEDGEMENTS………………… ………………………… …… … ii ABSTRACT…………………………………………………………………… ….iii TABLE OF CONTENTS………………………………………………………… iv LIST OF TABLES AND FIGURES……………………………………… …… vi CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aim and objectives of the study 1.3 Research questions 1.4 Scope of the Study 1.5 Methods of the Study 1.6 Significance of the Study 1.7 The organization of the Thesis CHARTER 2: LITERATURE REVIEW……………………….………………….5 2.1 The nature of active learning 2.1.1.Definition of learning…………………………………………… ………… 2.1.2 Definition of active learning……………………………………………… 2.1.3.The importance of active learning …………………………………………… 2.1.4.Learning models ………………………………………………………………7 2.2 Teaching methods 10 2.2.1.Definition of teaching method…………………………………… ……… 10 2.2.2.Classifications of teaching methods……………………… …………… ….10 2.2.3.The importance of teaching methods……………………………………… 12 2.3 FLIP teaching method 13 2.3.1.Definition of F.L.I.P……………………………………………………… 13 2.3.2.FLIP teaching instruction………………………………………………… 13 2.3.3.Flipped Classroom Lesson Plan Template……………………………….… 14 2.4 Scheme theory 16 2.5 Previous studies on the use of the flip teaching method 19 2.6 Summary 20 CHAPTER 3: METHODOLOGY ……………………………………………… 21 3.1 Context of the study 21 3.1.1 Setting of the study……………………………………………… ……… 21 3.1.2 Participants ………………………………………………………………… 22 3.1.3 Materials …………………………………………………………………… 22 3.2 Research design 22 iv 3.2.1 Research questions………………………………………………………… 22 3.2.2 Research approach………………………………………………………… 23 3.2.3 Research procedures……………………………………………………… 23 3.3 Summary 35 CHAPTER 4: DATA ANALYSIS AND FINDINGS…………………………… 36 4.1 The students’ improvement in active learning through flip teaching method 36 4.2 The teacher’s considerations to apply the flip teaching method to the students at the high school in Hanoi 39 4.3 Students’ attitudes towards the application of the flip teaching method to improve their active learning 44 4.3.1.Pre-intervention and Post-intervention Quick Survey about the students‟ interest in flip teaching ………………………………………………………44 4.3.2.Post-intervention Deep Interview in measuring the students‟ interest in flipped learning………………………………………………………………………… 45 4.3.2.1 The time for uploading the videos on www.olm before class…………… 45 4.3.2.2 The length of the videos providing for the students before class………….47 4.3.2.3 Using Videos on You-tube as the main source of learning materials… ….47 4.3.2.4 The students‟ difficulties in facing this flipped learning method………….48 4.4 Summary of the Findings 48 CHAPTER 5: CONCLUSION …………………………………………………….50 Recapitulation 50 Concluding remarks 51 Limitation of the current research …………………………………………… 52 Recommendation and suggestion for future research ……………………… 53 REFERENCES I APPENDIX 1A: QUESTIONNAIRE FOR STUDENTS VI (ENGLISH VERSION) VI APPENDIX 1B: QUESTIONNAIRE FOR STUDENTS VIII (VIETNAMESE VERSION) VIII APPENDIX 2: GROUP INTERVIEW X APPENDIX 3: TEACHING DIARIES XI APPENDIX 4: PRE-INTERVENTION QUICK SURVEY XVI APPENDIX 5: POST-INTERVENTION QUICK SURVEY XVII APPENDIX 6: LESSON PLAN XVIII APPENDIX 7: SOME STUDENTS’ LEARNING PRODUCTS XXII v LIST OF TABLES AND FIGURES Table 2.1: Lesson Plan Template ……………………………………………… …14 Table 2.2: Flipped Classroom Lesson Plan Template 15 Table 2.3: Knowledge construction through active learning in e-learning model 16 Table 3.1: The course procedures for experimental class 25 Table 3.2: Flip Classroom Lesson Plan Template 30 Table 3.3: Summary of Research Questions and their instruments 30 Table 4.1: Students’ active learning assessment 37 Table 4.2: Pre-intervention Quick Survey 37 Table 4.3: Post-intervention Quick Survey 37 Table 4.4: The students’ degree of interest in the course 45 Figure 3.1: Website www.olm.vn’s interface 28 Figure 3.2: Microsoft Team’s interface 28 Figure 3.3: Bloom’s Taxonomy in Flipped Classroom (Williams, 2013)…….… 30 Figure 4.1: Students’ active learning assessment 36 Figure 4.2: Number of students watched videos on the web 46 vi CHAPTER 1: INTRODUCTION 1.1 Rationale Finding a path where students are self-reliant and energetic in learning is a problem that not only the state, the education ministry, but also many teachers and educators are looking for In the past ten years, the training through online networks has been concerned and supported by the state According to Ambient Insight Research (America) in 2014, Vietnam is one of the countries with the fastest e-learning growth rate in the world (44.3% per year) In addition, according to the current report of Vietnam E-Commerce Department, the number of Internet users in the country ranges from 37-40 million It refers that on average, each person spends about hours per day to access the Internet (account 31.5% of the total time of using media) This rate is increasing especially in young people Starting from the attractiveness of the internet to young people, we need to implement new teaching methods, replace the old one so that students can be interested and promote their active learning spirit I really would like to apply for teaching English is reversible/ flip teaching method Theoretically, the basis for flip classroom model of instruction is set in the importance of student centered versus teacher centered environment “Student centered learning approaches derive from constructive views of education, in which construction of knowledge is shared and learning is achieved through students‟ engagement with activities in which they are invested” (Kain, 2002, p.104) The video lectures are designed to prepare and instruct the students on their classwork for the next day and take the place of the lecture that would have occurred in class Eliminating the lecture portion of the class period theoretically opens up the in-class for student centered approaches to instruction that would involve problem solving and cooperative learning experiences Practically, this method seemed difficult about ten years ago However, with the current technological advance it is extremely suitable A traditional education system involves teacher- centered programmes that focus on the transmission of knowledge through lectures, printed textbooks, tutorials and assessment of students‟ learning based on end-of-semester examinations The uptake of the flip classroom has the potential to increase the scope and variety of students‟ learning by supplying them with new practices of Internet-based learning Teachers will collect and build the lectures by videos, power points, the other tools to support lesson preparation or online training portals… Students will use these videos‟ content to learn and prepare questions for lessons In short, on the basis of theory and practice, the application of flip teaching has the ability to bring about a change in students‟ active learning positively 1.2 Aim and objectives of the study The study aimed at improving the students‟ active learning spirit at a high school in Hanoi through the applying flip teaching This overall aim was specified into the following objectives: 1) To examine the students‟ improvement in their active learning when instructed with the flip teaching method 2) To identify what the teacher should take into considerations in enhancing the students‟ active learning when applying the technique 3) To investigate the students‟ attitudes towards the flip teaching method 1.3 Research questions To what extent does the students‟ active learning improve through flip teaching method? What should the teacher consider when applying the flip teaching method to improve the students‟ active learning? What are the students‟ attitudes towards the application of the flip teaching method to improve their active learning? 1.4 Scope of the Study This study involves 47 students in a class at a high school in Hanoi Therefore, applying the flip teaching method for other grades would be beyond the scope 1.5 Methods of the Study This study, involving 17-year high school students in Hanoi, was an action research With the purpose of measuring the improvement of students‟ active learning spirit, survey, group interview and teaching diary were chosen to investigate These methods were carried out in the process of research Analysis of the results from the survey, group interview, teaching dairy indicated an improvement in the overall students‟ active learning 1.6 Significance of the Study With respect to the theory, the study is expected to contribute the effective ways to teach students following new teaching method and foster the students‟ active learning as well With respect to the practice, the findings of this study will be useful for English teachers in general and teachers at school in particular to enhance their teaching The teachers will get insights into the results of using Flip teaching method and recommendations will suggest as to which combinative methodology being discussed in this study improve students‟ skills more 1.7 The organization of the Thesis The study contains five chapters: Chapter is the Introduction, which presents the rationale, aims, objectives, research questions, scope, significance and design of the study APPENDIX 1B: QUESTIONNAIRE FOR STUDENTS (VIETNAMESE VERSION) PHIẾU ĐIỀU TRA VỀ VIỆC ÁP DỤNG PHƯƠNG PHÁP DẠY HỌC ĐẢO CHIỀU ĐỂ CẢI THIỆN VIỆC HỌC CHỦ ĐỘNG CỦA HỌC SINH Sau thời gian học phương pháp này, cô mong em dành chút thời gian giúp hồn thành phiếu điều tra Đây kiểm tra khơng có câu trả lời „đúng‟ hay „sai‟ Các em đưa câu trả lời chân thực có đảm bảo thành cơng nghiên cứu Cơ cam đoan danh tính thơng tin cá nhân em hồn tồn bảo mật Cảm ơn hợp tác tham gia em! Giới tính: A Nam B Nữ Hồn Khơng Đồng Hồn tồn đồng ý ý tồn khơng đồng ý Việc học đảo chiều giúp em dần hình thành kĩ phân tích, đánh giá, tổng hợp vấn đề Thông qua video cô hướng dẫn, em tự tìm kiếm, nâng cao, mở rộng thêm kiến thức Những ví dụ, kiến thức cô đưa thực tế, dễ hiểu Thông qua nhiệm vụ (task/ VIII đồng ý exercise), video, hoạt động cung cấp lớp, em tự liên hệ với kiến thức có đào sâu kiến thức Em tự xây dựng mục tiêu học tiếng anh (có thể chút) sau học phương pháp đảo chiều Em nhận thấy tiếng anh quan trọng em nắm việc học Em kết hợp, vận dụng kiến thức cũ với kiến thức Em tự tin thuyết trình, phát biểu ý kiến trước lớp sau chuẩn bị kĩ nhà Em bạn lớp hình thành kĩ năng: xây dựng, tổng hợp giải vấn đề dựa theo kiến thức cô cung cấp trước đến lớp 10 Bạn em em học hỗ trợ lẫn Chân thành cảm ơn hỗ trợ em! IX APPENDIX 2: GROUP INTERVIEW Do you agree with the time I upload the videos you need to see before class on www.olm? Is it suitable for you to watch the nearly 12-minute Videos before class? Do you mind if your teacher use Videos on You-tube as the main source of learning materials? What are your difficulties when facing this new learning method? X APPENDIX 3: TEACHING DIARIES UNIT 5: BEING PART OF ASEAN Lesson 4: Speaking ASEAN Member states 22nd November, 2019 Learning procedures This is the fourth period of applying the flipped teaching method, the number of students preparing for the lesson has increased significantly, only about 15 students haven‟t finished their tasks for some personal reasons But the researcher finds that they seem to be shy about not preparing the lesson before class hour The researcher still follows the learning procedure with three stages: pre-class, inclass and post- class Students need to talk about ASEAN member states, know about the cooperation and solidarity among ASEAN countries by the end of this lesson In the pre-class stage, the students were required to watch the video following the link: https://www.youtube.com/watch?v=WAnfj8v5acM After that, the students needed to answer the question in two Sets by themselves: Set A: Which ASEAN member state: Set B: Which ASEAN member state: Is landlocked? Has the Uses English as one of their largest/ smallest official languages? Is called „the land of golden population? pagoda?‟ Uses the dollar as the currency Is known as „the land of smiles?‟ unit? Has the largest number of Has the largest/ smallest area? islands? XI “Preparing the lesson before class seemed to improve the students‟ concentration on learning English better than the traditional teaching The time for students to gain the main content in each lesson was longer, so the students felt more excited to learn the lesson in class” In the in-class stage, the researcher repeated the students some new vocabularies (name of ASEAN countries and their capitals) and new structures in Videos through small games in 5-7 minutes The researcher divides class into groups The researcher wrote 10 names of ASEAN countries and asks groups to pick their group‟s name up ACTIVITY (5 mins): Check the answer of the set questions that were given There were questions in two sets which were provided before class Each group stands up and chooses another group to answer the question When the answer is correct, that group will get point Key: Set A: Laos Indonesia (largest), Singapore (smallest) Brunei (Brunei dollar) and Singapore (Singapore dollar) Indonesia (17,508 islands) Set B: The Philippines and Singapore Myanmar Thailand Indonesia (largest: 1,904,569km 2); Singapore (smallest: 707,1 km2) XII Which group has more grades will be the winner Because students prepared their tasks at home, they were extremely aggressive and determined to gain more points The whole class became more eager ACTIVITY (20 mins): group work The researcher gives each group one A3 paper and a box of crayons The researcher asks students to find some information about the country that each group was named (capital, area, population, position and the meaning of its flag) The researcher supports each group if necessary ACTIVITY (20 mins): presentation The researcher asks each group to present in class Each group has minutes to introduce the information of its country When time is up, other groups without presentation need to hand in their video that they make at home and send to the researcher‟s mail “They keep students interested and excited to join the lesson, so on overall, I think they work well The students seem to love the activities in class, they can work in groups; however, they always take advantage of some spare time among activities to private work.” To manage students more effectively, the researcher asked some team leaders to support There was no time to chat with friends, private things, the students gradually concentrated on the contents that the researcher provided As a result, the students were confident when speaking the English exercises The students‟ speaking was better because the contents were prepared at home “Some students are excited strangely even though they are not good at speaking English When expressing something, if they not know any words, they use their body language immediately That is the reason why all the students laugh loudly I have not seen such a lovely class before.” XIII In the post-class stage, students were asked to rewrite their feeling after class or find out the information in group or individually The researcher allowed students to write their feelings without their signature so that they could express themselves freely Most students felt happy and excited about the activities in class “Today, I receive a letter from an unnamed student –“I am so grateful to tell you that- your English class is not sleepy anymore Don‟t be sad when I have said that, my cute teacher! I still love you! Don‟t scold me, poor me!” Giving some homework exercises to the students just happened when the content in that lesson was too hard or long; otherwise, students just went home to write their reflection about the in-class activities Students’ engagement Since some students came to class without watching the videos, it was difficult for them for concentrate and follow the teacher‟s requirements „At the beginning of the lesson, 15 students seemed not ready for the lesson A lot of students chatted, smiled and even teased other classmates The researcher made every effort to support and remind the students to finish their tasks Finally, the students recognized the importance of preparing the tasks and watching the videos before class The students promised that preparing the lesson would be carried out carefully in the next period Teacher’s role and students’ role The researcher was just a guider, a facilitator, an observer and an encourager while students were the preparer and the performer From the first lesson to the forth lesson, the students were not used to learning following this method Nevertheless, from the this lesson, the students became more and more active They had many ideas for their activities and perform better and better “I have never seen such an active learning environment The children are excited when playing games, debating… most of the activities make the students laugh a lot They raise their hands so much I not know who to call.” XIV Time The lack of time to teach was improved a lot after applying this method The researcher provided the video four days before class The students needed to see and answered all the tasks Therefore, they understood the content clearly and if they did not understand they could ask the researcher to support anytime Many activities were carried out in one period (45 minutes) compared to the traditional teaching method (pre- stage: minutes, while- stage: 30 minutes, poststage: 10 minutes) With flipped model, students and the teacher worked together during the school day on these higher levels of learning: Applying- AnalyzingEvaluating- Creating while the teacher had just enough time to introduce new material to students (Remembering and Understanding levels) with traditional Model Students just took part in teacher‟s activities without having to worry that knowledge was not enough for students to present Students’ negative attitude for flipped teaching There were some students did not feel good with the flipped learning because they had a lot of other subjects‟ exercises to while the tasks in English lesson wasted a lot of time Without preparing the teacher‟s duties before class carefully, the students certainly could not follow the advanced activities in the classroom To help the students improve the bad attitude to the English work, the teacher tried to have quick chat to the students about what was carrying out whenever possible The attitude‟s students changed gradually from the negative to the positive aspect XV APPENDIX 4: PRE-INTERVENTION QUICK SURVEY With the aim of measuring students‟ interest in actively learning English before applying the new flipped teaching method, the teacher asked a question for the students to raise their hands vote after introducing the structure of the flipped teaching method Each student could raise their hands only once Pre-intervention quick survey was carried out at the first period of research process Teacher‟s question Students‟ votes Do you become very interested in Strongly the learning classroom Agree Disagree after agree Strongly disagree hearing the teacher explain how 12 21 14 we would be working? (44,68%) (29,79%) (0%) (25,53%) XVI APPENDIX 5: POST-INTERVENTION QUICK SURVEY With the aim of measuring students‟ interest in actively learning English after applying the new flipped teaching method, the teacher asked a question for the students to raise their hands vote Each student could raise their hands only once Post-intervention quick survey was carried out at the last period of research process Teacher‟s question Students‟ votes Will you recommend your teacher Strongly continue this type of learning? Agree Disagree agree Strongly disagree 20 27 0 (42,55%) (57,45%) (0%) (0%) XVII APPENDIX 6: LESSON PLAN Grade level 11 Subject area Unit 5: Being Part of ASEAN (SPEAKING) Lesson title ASEAN Member states Time needed 15 mins (pre class)- 45 mins (in class) – 10 (post class) Teacher Le Thi Mai Hoa Number of students 47 Prerequisite skills or Capital, currency unit, official language… about the knowledge countries in ASEAN Learning objectives By the end of this lesson, Students can talk about ASEAN member states, know about the cooperation and solidarity among ASEAN counties PRE CLASS Student learning resources Students watch the video following the link with a short description https://www.youtube.com/watch?v=WAnfj8v5acM (notes, books, maps, videos, presentations, websites, etc.) Authors of the above Video just lasts minutes, afterwards students learning material and the answer some questions based on the content of the duration (especially for video and some references in other websites videos) XVIII Student learning activities at Set A: Which ASEAN member state: home (answering video Is landlocked? embedded questions, Has the largest/ smallest population? solving problems, Uses the dollar as the currency unit? writing summaries, surveys or essays, etc.) Has the largest number of islands? Set B: Which ASEAN member state: Uses English as one of their official languages? Is called „the land of golden pagoda?‟ Is known as „the land of smiles?‟ Has the largest/ smallest area? Reviewing students‟ work Depending the content of each lesson, the prior to class (through researcher provides the suitable tasks to the www.olm.vn / Microsoft students Some tasks are composed through the Teams) website www.olm.vn/ Microsoft Teams or written in the students‟ notebooks directly With this lesson, the researcher provides two set questions on the website www.olm.vn and asks the students to give the answers of these sets into their notebooks by themselves Differentiating the design of in class activities depending on the above feedback IN CLASS XIX Classroom activities (type, detailed description, duration, materials to prepare) The researcher divides class into groups The researcher writes 10 names of ASEAN countries and asks groups to pick their group‟s name up ACTIVITY (5 mins): Check the answer of the set questions that were given There were questions in two sets which were provided before class Each group stands up and chooses another group to answer the question When the answer is correct, that group will get point Key: Set A: Laos Indonesia (largest), Singapore (smallest) Brunei (Brunei dollar) and Singapore (Singapore dollar) Indonesia (17,508 islands) Set B: The Philippines and Singapore Myanmar Thailand Indonesia (largest: 1,904,569km 2); Singapore (smallest: 707,1 km2) Which group has more grades will be the winner ACTIVITY (20 mins): group work The researcher gives each group one A3 paper and a box of crayons The researcher asks students to find some information about the country that each group was named (capital, area, population, position and the meaning of its flag) XX The researcher supports each group if necessary ACTIVITY (20 mins): presentation The researcher asks each group to present in class Each group has minutes to introduce the information of its country When time is up, other groups without presentation need to hand in their video that they make at home and send to the researcher‟s mail Formative assessment POST CLASS Summative assessment Time for presentation in class is insufficient through online tests or Therefore, the researcher shows the videos of other projects groups and gives the comments to the class through www.olm.vn Challenging activities high performers for To stimulate the students‟ active learning, the researcher encourages students to write down their feelings, what they have learned after class and the researcher promises to give gifts to students with the best writing All the ideas they write need to be in their notebooks XXI APPENDIX 7: SOME STUDENTS’ LEARNING PRODUCTS XXII ... active learning can create autonomous learners in which the learners demonstrate what has been taught, launch learning objectives, select an appropriate learning strategy, and choose alternative... (questionnaire) active learning improve through flip teaching method? What should the teacher consider Teaching diaries when applying the flip teaching method to improve the students‟ active learning? ... developing the students‟ active learning towards English language learning in general 4.2 The teacher’s considerations to apply the flip teaching method to the students at the high school in Hanoi In