MINISTRY OF INDUSTRY AND TRADE HANOI UNIVERSITY OF INDUSTRY NGUYEN THI PHUION NGUYEN THI PHUONG ENGLISH LINGUISTICS CHALLENGES FACED BY STUDENTS IN A FLIPPED EFL CLASSROOM AT A UNIVERSITY IN VIETNAM MASTER THESIS IN ENGLISH LINGUISTICS 2024 Hanoi, 2024 MINISTRY OF INDUSTRY AND TRADE HANOI UNIVERSITY OF INDUSTRY NGUYEN THI PHUONG CHALLENGES FACED BY STUDENTS IN A FLIPPED EFL CLASSROOM AT A UNIVERSITY IN VIETNAM Major: English Linguistics Code: 2022700066 MASTER THESIS IN ENGLISH LINGUISTICS SUPERVISOR : Dr. Bui Thi Ngan Hanoi – 2024 i DECLARATION BY THE AUTHOR To the best of my knowledge and belief, this thesis contains no material previously published by any other person except where due acknowledgment has been made. This thesis contains no material that has been accepted for the award of any other degree or diploma in any university. Date: ___________________ Author’s signature Nguyễn Thi Ph°ÿng ̣ ii ACKNOWLEDGEMENTS The completion of this Master9s thesis would not have been possible without the guidance, support, and assistance of many individuals.
I would first like to sincerely thank my thesis advisor, Dr Bui Thi Ngan, for providing invaluable feedback, encouragement, and direction at every stage of the research and writing process. Her insightful critiques and questions pushed me to strengthen the overall quality of this work. I would also like to express my gratitude to the members of my thesis committee, for reviewing my drafts and offering thoughtful suggestions that enhanced this project. Additionally, I wish to acknowledge the entire faculty and staff of the School of Languages and Tourism for imparting the knowledge, skills, and advice that made this thesis possible.
My grateful thanks are also extended to the research participants who volunteered their time to participate in this study. This project literally could not have been completed without them. I truly appreciate their willingness to help a graduate student. Finally, I wish to recognize my family and friends for their unwavering love, reassurance, and patience throughout my graduate studies.
They kept me focused through all the late nights, stress, and work that went into this thesis. I could not have accomplished this milestone without such a strong network of support. Thank you all from the bottom of my heart. iii TABLE OF CONTENT DECLARATION BY THE AUTHOR .ii TABLE OF CONTENT.
vi LIST OF TABLES .vii LIST OF FIGURES. viii LIST OF ABBREVIATIONS. METHODS OF THE STUDY. AIMS AND OBJECTIVES OF THE STUDY.
SCOPE OF THE STUDY. SIGNIFICANCE OF THE STUDY. 4 CHAPTER 1: LITERATURE REVIEW. Overview of flipped classroom model in language teaching and learning.
The effectiveness of flipped classroom model in language teaching and learning. Challenges of implementing flipped classroom in language teaching and learning. Challenges of flipped classroom in EFL Education. Cultural considerations in EFL Education.
EFL Education in Vietnam. Frameworks for addressing challenges in flipped EFL classrooms. PREVIOUS STUDIES ON FLIPPED EFL CLASSROOM. 16 CHAPTER 2: RESEARCH METHODOLOGY.
DATA COLLECTION TOOLS. DATA COLLECTION PROCESS. 23 CHAPTER 3: RESULTS AND DISCUSSION. ENGLISH LEARNING TIME.
FIELD OF STUDY. STUDENTS' AWARENESS OF THE FLIPPED CLASSROOM MODEL IN ENGLISH. CHALLENGES ENCOUNTERED IN A FLIPPED CLASSROOM. PERSONAL VIEWS ON THE FLIPPED CLASSROOM.
SUMMARY AND DISCUSSION. Enhance Teacher Support in the Flipped Classroom. Creating student enjoyment in the flipped classroom. Adding additional references before flipped classes.
Organize flipped classes by the principles. SUGGESTIONS FOR FURTHER STUDIES. 68 vi ABSTRACT As English language proficiency gains prominence in Vietnam's global landscape, optimizing English instruction for university students is imperative. This study will delve into the flipped classroom model's application in teaching English as a Foreign Language (EFL) to second-year non-English major students at Hanoi University of Industry E(HaUI), focusing specifically on a group of 67 students.
The strategy will involve the use of pre- class materials and active in-class activities to improve language learning but also poses challenges for those not fluent in English. This research will analyse the complexities and barriers these students at HaUI experience when shifting to the flipped classroom model. Through surveys and semi-structured interviews, it will identifie key troubles faced, particularly motivation, engagement, learning results, and technological hurdles. The study aims to propose effective strategies to education professionals to tackle these issues by gathering insightful student feedback.
Moreover, this study will intersect EFL pedagogy, ed tech, and student-centric approaches. It will aspire to contribute valuable insights to improve Vietnamese universities' language education practices. Ultimately, the objective is to enable students to become confident English communicators, apt for success in a globally connected setting. Keywords: EFL classroom, flipped classroom, students' challenges, student engagement vii LIST OF TABLES Table 3.1: Sex statistics of the study sample .1: Statistics of the number of years of English study of the study sample .1: Field statistics of the survey sample.1: Results of whether students have ever studied online or not.2: Websites used to study .3: Student Perception Survey Results with the idea of "flipped classrooms" .4: The results of the survey students learned the "flipped classroom" model .1: Statistics of students regularly participating in learning English on eop.2: Statistics on students' handling methods when having difficulties with materials before going to class .1: Average results of online classroom difficulties .2: Reliability of online learning difficulties.3: Average Outcome of In-Person Classroom Difficulties .4: Reliability of in-person learning difficulties.1: Factor analysis results.1: Survey results on functional materials before class .2: How often do you engage in group activities or flipped classroom discussions .3: Hindrance to teacher usefulness and support .4: Surveys using extra support or learning materials .5: Survey whether there is enough time to prepare before class .6: Teachers offer and guide the learning path .7: The flipped classroom model has fun.
45 viii LIST OF FIGURES Figure 3.1: Graph showing the gender of the survey sample .1: Chart showing the number of years of English language study of the survey sample.1: A chart showing the field of study of the survey sample .1: Chart showing results of previous online learning .2: Website chart of students studied.3: Student Perception Statistics Chart with the concept of "flipped classrooms"31 Figure 3.4: Charts Student Survey Statistics Learn the "flipped classroom" model.1: The chart shows the Statistics of students who regularly participate in studying English on eop.2: Chart of students' handling methods when having difficulties with materials before class. 35 ix LIST OF ABBREVIATIONS EFL: English as Foreign Language ESL: English as Second Language SPSS: Statistical Package for the Social Sciences HaUI: Hanoi University of Industry EOP: English for Occupational Purposes GPA: grade point average IT: Information Technology Q&A: Questions and Answers S1,2,3,4: Student 1,2,3,4 1 INTRODUCTION 1. RATIONALE The significance of English language proficiency in our modern, swiftly globalizing world is undeniable, and it is this escalating relevance that has inspired the present project. In the new normal fueled by cross-continental interconnectivity, mastery over English has become a non- negotiable key that opens doors to countless opportunities spread across academic, professional, and international spectrums.
Anticipating this rising demand, educational institutions in Vietnam, exemplified by the Hanoi University of Industry (HaUI), are making concerted efforts to enhance their English language instruction for non-English major students. The aim is clear - to enable them with the lingual acumen required to survive and thrive amid the relentless waves of globalization. With this backdrop, the Flipped English as a Foreign Language (EFL) classroom model has gained traction as a progressive strategy in language education. By endorsing active learning and collaboration, the model reallocates the typical confines of language education.
Students interact with learning materials outside the conventional classroom environment, thereby priming themselves for active and interactive participation during in-person class sessions. The pedagogical realignment inherent in the flipped model, in essence, advocates for increased learner autonomy and heightened student engagement, fostering a more profound language acquisition experience. However, implementing the flipped EFL classroom model in the context of 67 non-English major students at HaUI poses its unique set of challenges. Factors such as students' diverse linguistic backgrounds, varied learning styles, preferences and the potential paucity of prior exposure to English language learning could present hurdles in seamlessly transitioning to this new pedagogical approach.
Therefore, the primary pursuit of this thesis is to illuminate these challenges and strategize ways to capitalize on the flipped model's potential in the context of non-English major 2 students at HaUI. By demystifying the hurdles students might face in adapting to the flipped model, this research aims to assist educators and language instructors to customize their pedagogical tools and support systems to accommodate the learners' diverse needs. Such a fine-tuned approach, in turn, would bolster the students' overall lingual competence and prepare them for successful global participation. Additionally, the research aspires to assess the discernible impact of the flipped EFL model on the overall academic performance, language learning outcomes, and communication skills of students.
By scrutinizing the effectiveness of this pedagogical model, this study hopes to offer beneficial insights to improve English language education practices in the broader Vietnamese university landscape and substantially contribute to the burgeoning corpus of EFL pedagogical literature. METHODS OF THE STUDY The below-outlined research methods were adopted to carry out the study. Quantitative Questionnaires: The primary method utilized for data collection was structured questionnaires. These were designed to include numerically quantifiable data related to the students' attitudes and responses to the implementation of the flipped EFL model.
Administered to a pool of 67 second-year non-English major students, the questionnaires employed Likert-scale questions for ascertaining students' perceptions of their progress, engagement, and overall satisfaction with the instructional model. Qualitative Interviews: Alongside the questionnaires, semi-structured interviews with a sample of students from the original participant group served as the qualitative aspect of the research. These interviews were designed to gain an in-depth understanding of the participants' experiences with the flipped classroom model. They also aimed to facilitate a deep exploration of the personal challenges and perspectives on the effectiveness of the model.
Data Analysis: Statistical methods were applied to analyze numerical data acquired from the questionnaires. Descriptive and inferential statistics were used to identify patterns and trends in attitudes, perceptions, and satisfaction levels of students. For the qualitative data 3 gathered from the interviews, a thematic analysis was carried out to discern recurring themes and patterns related to the flipped classroom implementation. In conclusion, the complex and multi-faceted nature of the study necessitated the application of a mixed-method research approach, featuring both qualitative and quantitative methods of data collection and analysis.
The robustness of the selected methods greatly contributed to the richness and depth of insight the study offers into the implementation of the flipped EFL model at Hanoi University of Industry. AIMS AND OBJECTIVES OF THE STUDY The aim of this study is to comprehensively explore the intricacies of implementing flipped learning in the context of English as a Foreign Language (EFL) education for non-English majoring second-year students at HaUI. It seeks to identify and understand the specific challenges faced by these students when transitioning to the flipped learning model, emphasizing aspects such as engagement, motivation, learning outcomes, and the impact of technological factors. Furthermore, it will examine potential cultural factors that may influence the acceptance and successful implementation of student-centered learning approaches like flipped learning within the Vietnamese educational context.
By addressing these challenges and opportunities, this study aims to provide practical recommendations to enhance the implementation of flipped learning in EFL classrooms at HaUI. RESEARCH QUESTIONS As flipped classrooms become more popular, they are now being used more in language teaching also. Supporters praise increased student participation, self-paced learning, and practicing language actively in small groups. However, studies also show major adjustments are needed from how traditional classrooms run.
Students need help adapting academically, emotionally, and with the technology side. This points to a need to explore how to best support students in flipped English classes, particularly second-year university students in Vietnam facing new expectations and demands.