A systematic review on flipped classrooms in English language teaching in Vietnam

Nguyen Thi Mo *

* Correspondence: Nguyen Thi Mo (email: mont@vhu.edu.vn)

Article Sidebar

PDF
Ngày nhận: 29-06-2023
Ngày chỉnh sửa: 24-07-2023
Ngày chấp nhận: 31-07-2023
Ngày xuất bản: 03-08-2023
DOI: 10.58810/vhujs.9.3.2023.734
Lượt xem
0
Lượt tải về
0
Trích dẫn
Nguyen, M. T. (2023). A systematic review on flipped classrooms in English language teaching in Vietnam. Tạp Chí Khoa học Đại học Văn Hiến 9(3), 49-62.
Số tạp chí
Tập 9 - Số 3 (2023)
Chuyên mục
Education

Main Article Content

Tóm tắt

The purpose of this research is to provide a systematic review on the flipped classroom (FL) approach in English language teaching (ELT) in Vietnam in terms of the trends and the key results, based on 12 published articles. A content analysis method was employed to analyze the collected papers. The findings indicated that the implementation of flipped learning appeared to gradually increase in Vietnam since 2017 and remain its prosperity in the higher education context. Also, the results revealed that a variety of research methods were used in selected articles; however, the most common one was the mixed method. Moreover, grammar and speaking skills were the two basic language skills being commonly studied. Additionally, the flipped learning was shown to not only produce an improvement on learners’ achievement but also positively affect their perspectives toward its application. The findings also pointed out some challenges and benefits concerning the utilization of the FC in ELT in Vietnam. Finally, some suggestions were provided to educators and future scholars.

Article Details

Tài liệu tham khảo

Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: A materials development course. Computer Assisted Language Learning, 30(3-4): 204-222. https://doi.org/10.1080/09588221.2017.1301958

Al-Naabi, I. S. (2020). Is It Worth Flipping? The Impact of Flipped Classroom on EFL Students' Grammar. English Language Teaching, 13(6): 64-75. https://doi.org/10.5539/elt.v13n6p64

Amiryousefi, M. (2017). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(6): 147-161. https://doi.org/10.1080/17501229.2017.1394307

Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4): 28-37.

Bicen, H., and Beheshti, M. (2019). Assessing perceptions and evaluating achievements of ESL students with the usage of infographics in a flipped classroom learning environment. Interactive Learning Environments, 30(3): 498-526. https://doi.org/10.1080/10494820.2019.1666285

Chen, M. R. A., and Hwang, G. J. (2020). Effects of a concept mapping-based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety. British Journal of Educational Technology, 51(3): 817-834. https://doi.org/10.1111/bjet.12887

Chuang, H. H., Weng, C. Y., and Chen, C. H. (2018). Which students benefit most from a flipped classroom approach to language learning? British Journal of Educational Technology, 49(1): 56-68. https://doi.org/10.1111/bjet.12530

Das, A. K., Nguyen, Q. T., Nguyen, A. T., Nomikoudis, M., and Van, D. H. (2019). Course redesign to incorporate flipped delivery: A business degree case in Vietnam. Issues in Educational Research, 29(2): 363-383.

Ekmekci, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal of Distance Education, 18(2): 151-167.

Fraenkel, J. R., and Wallen, N. (2000). How to design and evaluate research in education (4th ed.). New York: McGraw-Hill.

Hall, A. A., and DuFrene, D. D. (2016). Best practices for launching a flipped classroom. Business and Professional Communication Quarterly, 79(2): 234-242. https://doi.org/10.1177/2329490615606733

Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS TESOL Journal, 2(1): 98-109.

Hau, T. H. (2022). The effects of flipped classroom instructions on the English speaking performance of Vietnamese university students. European Journal of Applied Linguistics Studies, 5(1): 99-135. http://dx.doi.org/10.46827/ejals.v5i1.346

Hew, K. F., and Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(38): 1-12. https://doi.org/10.1186/s12909-018-1144-z

Ho, P. V. P., and Binh, N. T. (2014). The effects of communicative grammar teaching on students' achievement of grammatical knowledge and oral production. English Language Teaching, 7(6): 74-86. https://doi.org/10.5539/elt.v7n6p74

Homma, J. E. B. (2015). Learner autonomy and practice in a flipped EFL classroom: Perception and perspectives in new digital environments. Chiba University of Commerce Review, 52(2): 253-275.

Hsieh, J. S. C., Huang, Y. M., and Wu, W. C. V. (2017a). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70: 178-190. https://doi.org/10.1016/j.chb.2016.12.066

Hsieh, J. S. C., Wu, W-C. V., and Marek, M. W. (2017b). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2): 1-21. https://doi.org/10.1080/09588221.2015.1111910

Hung, H. T. (2014). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1): 81-96. https://doi.org/10.1080/09588221.2014.967701

Hung, H. T. (2017). The integration of a student response system in flipped classrooms. Language Learning & Technology, 21(1): 16-27.

Ishikawa, Y., Akahane-Yamada, R., Smith, C., Kondo, M., Tsubota, Y., and Dantsuji, M. (2015). An EFL flipped learning course design: utilizing students’ mobile online devices. In F. Helm, L. Bradley, M. Guarda, and S. Thouësny (Eds), Critical CALL–Proceedings of the 2015 EUROCALL Conference, Padova, Italy (261-267). Dublin: Research-publishing.net. http://dx.doi.org/10.14705/rpnet.2015.000343.

Karabulut-Ilgu, A., Cherrez, N. J., and Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3): 398-411. https://doi.org/10.1111/bjet.12548

Kien, N. T., and Hong, N. T. P. (2022). The effects of the flipped classroom in teaching english listening skills: Vietnamese EFL learners' experience. International Journal of Science and Management Studies, 5(4): 302-310. DOI: 10.51386/25815946/ijsms-v5i4p132

Le, H. T. (2013). ELT in Vietnam general and tertiary education from second language education perspectives. VNU Journal of Foreign Studies, 29(1): 65-71.

Lee, B. (2017). TELL us ESP in a flipped classroom. EURASIA Journal of Mathematics Science and Technology Education, 13(8): 4995-5007.

Lo, C. K., Hew, K. F., and Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22: 50-73. https://doi.org/10.1016/j.edurev.2017.08.002

McMillan, J. H. (2000). Educational research: Fundamentals for the consumer (3rd ed.). New York, NY: Harper Collins.

Nguyen, N. Q., Lee, K. W., Nguyen, D. N. P., and Naidu, S. (2019). An investigation into using flipped classroom model in an academic writing class in Vietnam. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 9(1): 32-57. https://doi.org/10.4018/IJCALLT.2019010103

Nguyen, N. Q., Lee, K. W., Szabo, C. Z., and Nguyen, D. N. P. (2021). Implementing the flipped classroom model in teaching a translation module in Vietnam. Translation & Interpreting, 13(2): 109-135. http://dx.doi.org/10.12807/ti.113202.2021.a07

Nguyen, T. P. N, and Nguyen, T. K. T. (2022). Applying flipped approach in an English - Vietnamese translation classroom at Ho Chi Minh city Industry and Trade College. TNU Journal of Science and Technology, 227(6): 103-110.

Nhạc, H. T. (2021). Effects of flipped classroom on students’ academic achievement in legal English learning context. LLT Journal: A Journal on Language and Language Teaching, 24(2): 428-438. https://doi.org/10.24071/llt.v24i2.3542

Phan, H. T. T., Phan, D. D., and Nguyen, T. T. T. (2022). Is flipped learning more effective than traditional classrooms in developing prospective elementary teachers’ competence of designing integrated natural science topics?. International Journal of STEM Education for Sustainability, 2(1): 13-31. https://doi.org/10.53889/ijses.v2i1.35

Phung, C. K., and Yen, P. H. (2020). The impacts of implementing the flipped model on EFL high school students’ reading comprehension. European Journal of Education Studies, 7(11): 413-429. http://dx.doi.org/10.46827/ejes.v7i11.3367

Robinson, P., and Lowe, J. (2015). Literature reviews vs systematic reviews. Australian and New Zealand Journal of Public Health, 39(2): 103. https://doi.org/10.1111/1753-6405.12393

Siegle, D. (2014). Technology: Differentiating instruction by flipping the classroom. Gifted Child Today, 37(1): 51-55. https://doi.org/10.1177/1076217513497579

Thinh, N. T. (2021). The implementation of flipped classroom approach in an academic English course. VNU Journal of Foreign Studies, 37(3): 149-175. https://doi.org/10.25073/2525-2445/vnufs.4649

Tieu, H. M. T. (2022). Studying Political Theory Subjects Using Flipped Classroom Model-Assessment from Gen-Z Students. Vietnam Journal of Education, 6(3): 265-276. https://doi.org/10.52296/vje.2022.234

Tran, T. T. Q., and Nguyen, V. L. (2018). Flipped model for improving students’ English-speaking performance. Can Tho University Journal of Science, 54(2): 90-97. https://doi.org/10.22144/ctu.jen.2018.012

Turan, Z., and Goktas € ¸, Y. (2018). Innovative redesign of teacher education ICT courses: How flipped classrooms impact motivation? Journal of Education and Future, 13: 133-144.

Turan, Z., and Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5-6): 590-606.

Uman, L.S. (2011). Systematic reviews and meta-analyses. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 20(1): 57-59.

Vuong, N. H. A., Tan, C. K., and Lee, K. W. (2018). Students' perceived challenges of attending a flipped EFL classroom in Viet Nam. Theory and Practice in Language Studies, 8(11): 1504-1510.

Vuong, N. H. A., Keong, T. C., and Wah, L. K. (2019). The affordances of the flipped classroom approach in English grammar instruction. International Journal of Education, 4(33): 95-106.

Zainuddin, Z., and Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. The International Review of Research in Open and Distributed Learning, 17(3). https://doi.org/10.19173/irrodl.v17i3.2274

Zou, D., and Xie, H. (2019). Flipping an English writing class with technology-enhanced just-in-time teaching and peer instruction. Interactive Learning Environments, 27(8): 1127-1142. https://doi.org/10.1080/10494820.2018.1495654

Zou, D. (2020). Gamified flipped EFL classroom for primary education: student and teacher perceptions. Journal of Computers in Education, 7(2): 213-228. https://doi.org/10.1007/s40692-020-00153-w

Zou, D., Luo, S., Xie, H., and Hwang, G. J. (2020). A systematic review of research on flipped language classrooms: Theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning, 35(8): 1811-1837.