MINISTRY OF EDUCATION AND TRAINING LAC HONG UNIVERSITY DOAN THI THANH HANG THE EFFECTS OF FLIPPED CLASSROOM MODEL ON WRITING SKILLS FOR THE 10TH GRADE STUDENTS AT NGUYEN BINH KHIEM HIGH SCHOOL MASTER GRADUATION PROJECT IN ENGLISH LANGUAGE MAJOR: ENGLISH LANGUAGE MAJOR CODE: 8220201 INSTRUCTORS 1. Huynh Thi Bich Phuong, Ph. Nguyen Thu Huong, Ph.D DONG NAI, 2024 i TABLE OF CONTENTS ACKNOWLEDGEMENTS. vi THE RECOGNIZANCE FOR NON-PLAGIARISM.
vii LIST OF ABBREVIATIONS AND SYMBOLS. viii LIST OF FIGURES. ix LIST OF TABLES AND CHARTS .1 Background to the study.1 The statement of problem.2 Aims and objectives .4 Scope of the study .4 Significance of the study .5 Organization of the project.5 Definition of key terms .6 CHAPTER 1: LITERATURE REVIEW. The writing skills.
Elements of writing skills. Criteria for a good piece of writing. The writing process. Peer correction in relation to improving writing skills.
Advantages and disadvantages of collaboration in pairs and in groups. How collaborative work assists peer correction for students’ improving writing skills. The paragraph writing. Criteria for a good paragraph.
Components of learning attitude. Flipped classroom model. Some misconceptions of the flipped classroom. Teaching with the flipped classroom model.
The advantages of the flipped classroom. The disadvantages of the flipped classroom. Teaching the writing skills with the flipped classroom. Advantages of teaching the writing skills with flipped classroom.
Disadvantages of the teaching of writing skills with the flipped classroom model .30 iii CHAPTER 2: METHODOLOGY. Research method and design. Samples and participants. Samples and Sampling.
Semi-structured interview. The current questionnaire. Teaching and learning materials. Data collection and analysis.
Reliability and validity .41 CHAPTER 3: RESULTS & DISCUSSIONS. Results and discussions. Students’ attitudes towards the flipped classroom model. Students’ attitudes towards the flipped writing class .55 REFERENCES APPENDIX A: INTERVIEW (FOR TEACHERS) APPENDIX B: INTERVIEW QUESTIONS (FOR TEACHERS) APPENDIX C: THE QUESTIONNAIRE (FOR STUDENTS) APPENDIX D: THE TEACHING PROCEDURE OF A PARAGRAPH WRITING APPENDIX E: THE CHECKLIST FOR PEER CORRECTION v ACKNOWLEDGEMENTS First of all, I would like to express my gratitude to the Faculty of Foreign Languages, the Postgraduate Department at Lac Hong University and all the lecturers for their priceless wisdom, encouragement, help and kindness during my study and writing this thesis.
In the second place, I wish to extend my great honor and deepest gratitude to my adviser, Huynh Thi Bich Phuong, Ph. & Nguyen Thu Huong, Ph. for their invaluable guidance, correction, facilitation and encouragement in the writing of this thesis. My special thanks also are forwarded to Mr.
Nguyen Van Vien, the Headmaster of Nguyen Binh Khiem High School where I am working, who had permitted me to conduct this research in his school. My 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, my great thanks are extended to students of class 10A1 (school year: 2022-2023) for their cooperation during the time of my research. Finally, I would like to thank my family, my friends for their spirit, encouragement and their support.
Dong Nai, July, 2024 Author DOAN THI THANH HANG vi ABSTRACT Flipped classroom model has been considered a helpful pedagogical innovation among so many teaching methodologies. As an attempt to present its possibility of implement to writing classes at Nguyen Binh Khiem High school in Nhon Trach District, Dong Nai Province, the author focused on 1 class of 42 tenth graders and a group of 5 voluntary teachers as a specific case study; then, an interview for the teachers and a questionnaire for students were conducted to collect their attitudes about the issue. The aims of the study were to identify the benefits of the flipped classroom model to the teaching of writing skills and its effects on improving students’ ability in peer correction at the post-stage of the writing process. The research also investigates teachers’ and students’ attitudes towards this model, especially for the writing class.
The results revealed that the flipped classroom model satisfies the teaching of writing skills; over 80% participants expressed their positive attitudes towards the flipped classroom model which enhances students’ ability in peer correction as well. Finally, the research findings shed the light of pedagogical implications for the teaching and learning of writing skills at high school. Key words: writing skills, flipped classroom, peer correction vii THE RECOGNIZANCE FOR NON-PLAGIARISM I declare that this project is the result of my own research and that it has not been submitted to any other university or institution in full or in part. No other person's work has been used without due acknowledgement in the text of the project, except where a reference is mentioned.
Dong Nai, July, 2024 Author DOAN THI THANH HANG viii LIST OF ABBREVIATIONS AND SYMBOLS CALL: Computer-Assisted Language Learning CG: control group CS: concluding sentence EFL: English as a Foreign Language EG: experimental group F: “flexible environment” I: intentional content” ICT: the Information Communication & Technology L: “learning culture” MALL: Mobile-Assisted Language Learning MOET: Ministry of Education and Training NBK: Nguyen Binh Khiem NFLP: the National Foreign Language Project P: “professional educator” pp. page SS: supporting sentences TS: topic sentence #: number ix LIST OF FIGURES Figure 1. The stages and sub-stages of the EFL writing process (Bufe, 2023). The paragraph writing process by Oshima and Hogue (2008).
A flipped classroom model by Bishop and Verleger(in 2013). The flipped classroom model by Bergmann and Sams (2012). The teaching model with the flipped classroom by Ozdamli. 21 and Asiksoy (2016) Figure 1.
The Conceptual Framework of the study. Information about students’ gender. 48 x LIST OF TABLES AND CHARTS Table 2. The procedure of teaching in a flipped paraghraph writing class.
Teachers’ responses to questions in the interview. Attitudes’ teachers’ responses to the flipped writing class. Teachers’ responses to the other questions in the interview. Students’ attitudes towards the use of flipped classroom.
50 for writing instruction Table 3. Students’ attitudes towards the flipped classroom. 52 for writing instruction 1 INTRODUCTION This chapter introduces the background to the study, statement of the problem, aims and objectives, research questions, scope, significance, and organization of the study. Background to the study English has played an integral part in the Vietnamese educational system; thus, achieving a higher level in English proficiency has become a goal of many learners (Nguyen, 2018).
One of the quintessential examples for such significance of English in Vietnamese society is “the National Foreign Language Project” (NFLP), whose target is to help students achieve the communicative competence in English so that they can accomplish their professional development in any domain (Government of Vietnam, 2008). Beyond the tertiary level, actually, students have to attend the courses of English at elementary school, secondary school and high school, which takes them almost seven years for developing four basic English skills including listening, speaking, reading, and writing. However, most teachers take the priority of traditional teaching methods or teacher-centred orientation, which can limit student’s creativity and even good attitude of self-studying. In the current digital age, traditional English classroom (teacher-centred orientation) has recently changed so much thanks to the integration of technological advances in education (Jeong, 2017).
Thanks to such innovations, mixed classroom models of traditional and online platforms attract more attentions of language teachers, and the language teaching and learning is no longer limited to fixed resources or materials; simultaneously, wide range of Information Communication and Technology options for teaching and learning English as a Foreign Language (EFL) (Dang, 2011) is seriously considered instead. A specific case is the global pandemic in late 2020, which resulted in the large number of online courses worldwide including a Southeast Asian nations like Vietnam (Le, Giang, & Ho, 2021). This proves online learning and other similar class models can not be denied, and flipped classroom model is one among those. The flipped classroom model is a common term in relation to “Computer-Assisted Language Learning” (CALL) and 2 “Mobile-Assisted Language Learning” (MALL) (Nguyen, 2018).
In another word, the flipped classroom is one of the models belonging to blended learning method, which is a mixture of face-to-face and online activities. The process of a flipped classroom is complemented by a timetabled classroom on campus and online components of the course. Regarding writing classes, many on the use of flipped classroom model for an EFL writing class seems various worldwide (Fathi & Rahimi, 2022; Fauzan & Ngabut, 2018; Güvenç, 2018; Kansızoğlu, & Cömert, 2021; Sarani, Zarei, & Navidinia, 2020; Su Ping et al., 2020; Wu et al. Moreover, not only the implementation of flipped classroom model in Vietnamese EFL writing classes has received more and more scholarly attention (Do, 2022; Nguyen, 2018; Nguyen, Tan, & Lee, 2018; Nguyen et al., 2019), but also many educational contexts do.
However, very few were conducted at high schools or at lower educational levels, especially in rural areas. Peer correction is considered a merit from this model as it enhances students’ interaction and timely feedback (Su Ping et al. The flipped writing instruction, especially one with the aid of technology, could facilitate the students’ collaboration on the writing organization and review because it provides a suitable environment for all students to review the writing simultaneously, and also the teachers can manage the students’ writing more conveniently like student e-portfolios (Fauzan & Ngabut, 2018). The statement of problem As reported by Nguyen et al.
(2018), the flipped classroom model brings a lot of benefits to education. This model can foster learner autonomy as the they can access to the learning materials at their ease at any time or place, which makes them more active and self-directed in their learning; and thus, they can also learn more effectively at their own speeds and with their own learning styles. In addition, that the class becomes more student-centered helps enhance many types of interactions such as teacher-student, student-student, and student-technology, etc., and the use of technology as a must in the flipped classrooms could facilitate more types of interactions (Jeong, 2017). Another related point is students’ learning motivation that can be boosted as the flipped classroom model does not confine teaching and learning 3 in terms of materials.
This model also stems from the spread of online or e-courses since the global pandemic in 2021 (Le et al., 2021), and “the Information Communication & Technology” (ICT) adoptions are essentially important and various for EFL teaching and learning in Vietnam (Dang, 2011). Besides, it supports both the goal of the national English program and the significant role of English language in any educational level in Vietnam (Do, 2022). Reasonably, when the country witnesses the widespread use of English as an essential global language, the need of online learning, is absolutely obvious (Nguyen et al. Particularly, it is at Nguyen Binh Khiem high school where English is treated as a core subject to help students flourish to meet the current curriculum and also in their future career path.
It can be seen that students have interest in writing skills. However, students’ability in writing is not satisfying. They appear not to be able produce good writing. Additionally, many of them often skip the post-writing at which they can take time to revise their writing individually or even in pairs and in groups, which can badly affect their quality of writing.
Regarding teachers, at the stage of post-writing, they find it hard to manage time for giving corrections or feedbacks to all students’ pieces of writing due to time constraint of the curriculum design (Appendix A). Regarding the aspect of technology supplies at school, there is a wide range of high-qualified facilities available to support online learning and ICT adoptions, so the integration of flipped classroom model is quite feasible.