Tên đề tài: Using Flipped Classroom to Develop Listening Skills for English Majors at HPU. Nowadays: Using Flipped Classroom to Develop Listening Skills for English Majors at HPU. This research understands the need and problems faced by students while learning listening skills and is conducted with the aim of improving English major students at HPU through the Flipped Classroom Model technique.
After the intervention of the Flipped Classroom Model, students' scores were found to be significantly higher.
FINDINGS AND DISCUSSION
INTRODUCTION
- Rationale for the study
- Aim of the study
- Research questions
- Scope of the study
- Research methods
- Structure of the study
This study is conducted with the participation of first-year English majors at HPU. An action research was conducted with the aim of finding out the effect of using Flipped Classroom Model on K24 students' learning listening skills. The study will be conducted using qualitative and quantitative methods, including self-designed questionnaires in order to collect the most reliable data.
Finding and Discussion: Illustrates the data tabulation and description, data analysis and discussion of the findings
Conclusion: Briefly summarizes the study; besides, some limitations of the study and recommendations for further research are also proposed
LITURATURE REVIEW
Concepts of listening and listening comprehension Definition of listening and listening comprehension
- Listening comprehension processes
- Difficulties in teaching listening comprehension
- Difficulties for students Difficulties from the speakers
- Difficulties for teachers
Learning to listen in a second language, on the other hand, is more challenging because it involves not only the skill of the listeners, but is also influenced by the speakers, the physical factors, the content of the listening text and the physical settings can be. in the classroom. As a result, individuals are unable to grasp the words or convey the messages of the dialogues, leading to a breakdown in communication. The density of information: It should be noted that dense information is one of the most challenging topics for learners, especially beginners.
Lack of Independence of Students: One of the most important parts of improving listening skills is practicing outside the classroom, but students hardly do this on their own, even when asked or asked to do so by their teacher.
Concepts of Flipped Classroom
- An overview of Flipped Classroom approach
- Definition of Flipped Classroom approach
- Essential Components of Flipped Classroom
- Teachers’ and students’ roles in the Flipped Classroom approach
The definition of the flipped classroom was first given by Maureen Lage, Glenn Platt, and Michael Treglia. Learning culture: mainly related to the main change in the conception of teaching – the teacher is no longer at the center, because it is the student who is placed at the center of the teaching/learning process. Role of the student: In the flipped classroom, since the teacher does not give direct instruction to the student, this task falls on the students.
A LOT must be achieved outside the classroom, while HOTS must be achieved in the classroom.
Learning outcomes (based on Bloom's Taxonomy) are divided into: lower level thinking skills (LOTS) such as remembering, understanding and applying;.
Phase 3: Students participate in active learning activities, conversations, collaborative learning, critical thinking skills, and other activities in the classroom
Students must complete projects, presentations or assignments relating to the topic at the end of the lesson. The instructor assesses these activities in order to
Advantages of Flipped Classroom Approach
Students began to take ownership of their own learning and teachers began to talk to students and not at the students (EER, 2011). Students received immediate feedback on material from their teacher instead of trying to do the work at home and not completing the work due to missed information. The reduction of face-to-face didactic learning forces students to research and learn in other ways such as collaborative work or peer teaching in the classroom (Gilmartin & Moore, 2010).
Bergmann and Sams discussed several reasons that outlined the benefits of using the flipped classroom model (2012). Some of their reasons for this benefit included flexibility, individual attention, and changes in classroom management (Nolan & Washington, 2013). The teaching method also enabled transparency in student education (Bergmann &. Sams, 2012).
Parents and administrators could also view the material to follow the courses in the students' education. Despite all the documented advantages of using the flipped classroom model, some teachers noted some disadvantages of using this teaching style.
Limitations of Flipped Classroom Approach
The flipped classroom originated from two chemistry teachers named Jonathan Berman and Aaron Sams who worked at a park school in America. By now, the Flipped Classroom has become a popular new way of teaching in America and around the world. The flipped classroom is economically successful in relation to the current situation as the American financial situation cannot provide the change from large class to individual teaching (Dan Berrett, 2012; Hunt Marc w, 2013).
In America, the Flipped Classroom is centralized in middle and elementary schools and focuses on science subjects such as math, physics, and science. They summarized the advantages and disadvantages of Flipped Classroom according to their teaching practice. Among these scholars and teachers, most of them believe that the Flipped Classroom can achieve better effects than the traditional one.
Theory implementation and counseling (Dr. K. Plunkett Jacob Beckerman.. 2014), Evidence on Flipped Classroom is Still Coming in (Bryan Goodwin, Kirsten Miller.. 2013), Flip Your Students' Learning (Aaron Sams, Jonathan Bergmann.. 2012) ), How 'Flipping' the Classroom Can Improve the Traditional Lecture (Dan Berrett.. 2012), The Flipped Classroom: A Survey of the Research (Jacob Lowell Bishop. Dan Berrett (2012) believes that the Flipped Classroom is good for students to improve their learning skills, motivation and get higher grades compared to the traditional Flipped Classroom offers more interaction and communication between teachers and students, while students are more willing to participate in class.
Although the flipped classroom has many advantages, many scholars and teachers question the teaching practice. Milman, Natalie B. 2012), Five Reasons I am not Flipping over the Flipped Classroom (Lisa, Nielsen.. 2012) and Evidence on Flipped Classroom is.
METHODOLOGY
Setting of the study
- Participants’ current curriculum
I’m not sure what it’s called
- Flipped Classroom teaching materials Textbook
- Research Instruments 1. Tests
- Questionnaire
- Research Procedure
- Data analysis
- Summary
- Effectiveness of Flipped Classroom Model in developing students’ listening comprehension
- Findings from tests Collecting data
- Finding from questionnaire
Two different English tests were developed to assess students' progress before and after treatment. It was done to determine students' responses regarding the application of the Flipped Classroom Model in teaching and learning English. The first question assessed students' attitudes towards the technique used; in addition, to indicate the appropriate degree to which students like or dislike the flipped classroom model.
The primary purpose of the instrument is to identify the students' real problems with listening comprehension and their level of listening competence. This data will be analyzed to find out the extent to which students are progressing in terms of listening skills and their perception of the Flipped Classroom Model. Where: M: Average score of the students' achievement of listening English proficiency ƩX: The sum of the total score.
Based on the average score, the researcher can judge whether or not the Flipped Classroom Model is effective in improving students' foreign language learning, especially in listening comprehension. To what extent does the integration of the Flipped Classroom model influence students' English language learning?”. These changes have been achieved by implementing a number of action plans to address students' difficulties in learning listening topics.
The graph above showed the improvement in student scores with the Flipped Classroom Model intervention. However, students' assessment was generally improved after using the flipped classroom model, so it is concluded that this new technique can improve students' English language learning.
How do you think about application of Flipped Classroom Model in general?
Students' attitudes toward Flipped Classroom Model
Were there anything in particular that you did not enjoy in the
- Discussion of the findings
What are the students' attitudes towards the integration of the Flipped Classroom model for English language learning?”. Most of the students responded that they liked the Flipped Classroom Model as it helped them prepare for the next lesson in class in advance and learning through video was also helpful because they could listen repeatedly as they liked , and be more concentrated on the pronoun and the stress of words. Moreover, all the students (100%) showed their interest in the Flipped Classroom Model due to the fact that acquiring vocabulary and its uses helped them to improve their language skills.
More than half of them rated that they liked the Flipped Classroom Model because it helped them to have more confidence in the classroom and to feel responsible for their study (77.77%). The purpose of this study is to see how effective the Flipped Classroom Model is in improving students' achievement in learning English at school and their attitudes towards it. This finding answers the question of whether or not using a Flipped Classroom in the classroom can improve students' English language learning.
According to students' reports, the Flipped Classroom technique helps them develop many skills that help them improve their listening comprehension and other communication skills in general. The flipped classroom technique has also been shown to improve student achievement in English, as it requires students to prepare for lessons ahead of time, which motivates and engages them. This supports previous research findings and extrapolations from the literature on the impact of the Flipped Classroom Model on student achievement.
In addition, by participating in Flipped Classroom activities, students can improve their self-confidence while expanding their vocabulary and encouraging classroom participation. In addition, based on the data from the students' responses to the questionnaire, it was found that a significant number of students felt more motivated and independent as a result of the Flipped Classroom education.
CONCLUSION
- Recapitulation
- Limitations
- Suggestions for further studies
It takes hours to prepare, select or categorize learning materials such as assignments or videos. Finally, the time to conduct this research is limited and it is also affected by the Covid-19 disease. A 15-week program and an entire class of English students at HPU were chosen for the study, but it was actually shortened to 2 weeks and only 9 participants.
Before turning back the clock, leaders, educators must ensure they have time to determine student learning outcomes, prepare video lectures, and design flexible projects and activities. To implement a Flipped Classroom Model, the use of technological devices is one of the most important factors. Students need to be made aware of the goals and common importance of the experiment so that they make an effort.
The instructor should also emphasize that viewing informative videos or other form of teaching material is mandatory for the course so that it can be prepared for activities in class. It is worth considering the scale and the chosen subjects depend on the objectives and content of the research.
APPENDIXES
- Pre-test Part 1
- Post-test Part 1
- Questionnaire
- How do you think about application of Flipped Classroom Model in general?
- Were there anything in particular that you found enjoyable in the Flipped Classroom Model?
- Were there anything in particular that you did not enjoy in the Flipped Classroom Model?
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