Flipping the Classroom: The Effects of Flipped Learning on an EFL Academic Writing Course in a Vietnamese University
- Publication Type:
- Thesis
- Issue Date:
- 2022
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Due to recent developments in educational technology, university lectures can be digitalised for home study, thus freeing more class time for higher-order activities such as problem solving, discussions, and projects. This is the basis for flipped classroom (FC) instruction, a blended mode of online and face-to-face learning that has been shown to facilitate students’ engagement and performance across various disciplines and national contexts. Despite many positive findings about this approach compared to traditional teaching, little if any research has been done to examine students’ attitudes and achievements when they switched from flipped to non-flipped instruction. This study examined the effects of flipped instruction on the EFL academic writing of 32 English major students and two of their teachers at a Vietnamese university. During the 10 weeks of their writing course, two FC models – all-flipped, and flipped-and-traditional – were applied in two classes to investigate any significant changes in the teachers’ and students’ perceptions, and in student learning outcomes. Triangulation was employed with pre- and post-questionnaires, class observations, teacher and student interviews, and writing pre- and post-tests. This study yielded promising results in terms of students’ positive attitudes to the flipped writing instruction and improved learning outcomes, particularly for students of lower ability. This investigation of the relatively under-researched area of flipped studies in Vietnam should help university teachers elsewhere to make better informed choices about whether and how to apply the method in their own practices.
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