Applying Flipped Classroom in teaching and learning EFL for undergraduate students: Perceptions and attitudes

Abstract

In recent years, there has been extensive research on the beneficial effects of the Flipped Classroom teaching model on the teaching of English as a first language. However, in Vietnam, there is not much research on learners’ reactions to the effectiveness of Flipped Classroom in teaching English as a Foreign Language (EFL). The purpose of this study is to understand the perceptions and attitudes of undergraduate students at some universities in Hanoi for Flipped Classroom in English grammar classes. The study uses qualitative and quantitative research methods based on a sample of 200 students. Data collection tools included questionnaires and semi-structured interviews. The results of the questionnaire showed that the flipped learning method assisted students in learning English grammar. In addition, learners also have positive opinions about the Flipped Classroom teaching method. Similarly, the results of the semi-structured interviews highlight four main advantages of the Flipped classroom teaching method, including high collaboration, improved teacher-student and student-student relationships, more use of multiple technologies, and a more favorable learning environment. Research has shown the effectiveness of using Flipped Classroom in teaching English at universities in combination with traditional teaching methods.

Keywords

• lớp học đảo ngược
• lớp học đảo ngược có hướng dẫn
• nhận thức
• sinh viên efl
• thái độ