EXPERIENCED INITIATIVE
THE EFFECTIVENESS OF FLIPPED CLASSROOM ON
ENHANCING 10TH GRADE STUDENTS’ ENGLISH
GRAMMAR LEARNING
Subject: English
NGHE AN EDUCATION AND TRAINING DEPARTMENT
QUY HOP 3 HIGH SCHOOL
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EXPERIENCED INITIATIVE
THE EFFECTIVENESS OF FLIPPED CLASSROOM ON
ENHANCING 10TH GRADE STUDENTS’ ENGLISH
GRAMMAR LEARNING
Subject: English
Teacher: Phạm Thị Hòa
Group: English
Tel: 0988309657
School year: 2022-2023
TABLE OF CONTENTS
PART I: INTRODUCTION ...................................................................................... 1
1. Rationale ................................................................................................................ 1
2. Objectives of the Study ......................................................................................... 2
3. Scope of the Study ................................................................................................. 2
4. Research Methods ................................................................................................. 2
PART II: CONTENT ................................................................................................ 3
I. Theoretical and practical background .................................................................... 3
1. Theoretical background ......................................................................................... 3
1.1. Grammar ............................................................................................................. 3
1.1.1. General Concept of Grammar ......................................................................... 3
1.1.2. Teaching and learning grammar...................................................................... 3
1.2. Overview of the Flipped Classroom Strategy .................................................... 4
1.2.1. Impact of the Flipped Classroom Strategy on Learning English .................... 6
1.3. Teachers’ Perceptions in Teaching Grammar through Flipped Classroom ....... 6
1.4. Learners’ Perceptions in Teaching Grammar through Flipped Classroom ....... 8
1.5. Advantages of the Flipped Classroom approach. .............................................. 9
1.6. Challenges that Face the Flipped Classroom ................................................... 11
2. Statement of the problem .................................................................................... 11
II. The solutions ....................................................................................................... 12
1. Procedure for applying the flipped classroom strategy in teaching English
grammar ................................................................................................................... 12
2. Sample of application of flipped classroom strategy in English grammar in the
English 10- Global Success. .................................................................................... 13
III. SURVEY ON URGENCY AND FEASIBILITIES OF THE STUDY ............ 35
1. Objective of the survey: ..................................................................................... 35
2. Content and method ............................................................................................ 35
3. Respondent of the survey ................................................................................... 36
4. Result of the survey on urgency and feasibilities of the study ........................... 37
4.1. Result of the survey on urgency of the study: .................................................. 37
4.2. Result of the survey on feasibilities of the study ............................................. 38
PART III: CONCLUSION ...................................................................................... 39
1. Results of the experiment .................................................................................... 39
2. Applicabilties of the experiments ........................................................................ 40
3. Limitations of the study ...................................................................................... 41
4. Recommendations for further study .................................................................... 41
PREFERENCES ........................................................................................................ 0
APPENDIX
LIST OF ABBREVIATIONS
EFL : English as Foreign Language
1
PART I: INTRODUCTION
1. Rationale
In Viet Nam, English is regarded as one of the most significant subjects at
all level of education. Learning grammar is a difficult problem for students.
Grammar are language components which are essential to the mastery of all the
four skills. We cannot use any language skill without using grammar and
vocabulary. Grammar is not an end in itself but it is a means to an end to improve
learners’ proficiency in the four language skills. Working as a teacher of English,
I am particularly interested in teaching Grammar. Especially the way to enhance
students interest in learning Grammar. For that reason, I am concerned with
approaches and methods which can help to enhance the learners’ grammar
proficiency as well as facilitate their learning English as a second language.
Nowadays, Flipped Classroom in Vietnam is at the stage of exploring and
studying. Some schools adopt the Flipped Classroom in their common class and try
to apply it into traditional class properly. However, the application of Flipped
Classroom in English grammar teaching in high school is litter than other fields. In
my paper, I focus on the application of Flipped Classroom in English grammar
teaching in Quy Hop 3 high school, and the purpose is to create a new teaching
method for teachers to make full use of class time to teach grammar effectively.
According to my paper, teachers can have the opportunity to use a feasible
and relatively complete teaching system, which can transform students from
passive learners to active learners, in their traditional class. By learning this theory
teachers can make full use of classroom time to lead in and teach lessons after
understanding, testing and analyzing students’ needs before class; It not only
supplies teachers a feasible and relatively complete teaching system to teach
English grammar in second high school, but also provides students a wonderful
chance to decide when and how to learn by themselves. As a result, more and more
English teachers and students can be benefit from it, and more and more attractive
and interesting classes will be produced. In this way, both teacher and student can
learn more from it.
The flipped classroom is one of the most ambitious ideas in education,
which emerged in the last decade of the twentieth century with the aim of meeting
the needs of learners and promoting learner-centered learning, using very simple
technologies. The flipped class can affect the teacher's instructional practice and
their interaction with students and even communication with parents. The main
difference between the presentation method in the flipped classroom and the
traditional classroom is that the teacher becomes a guide and facilitator of the
learning process instead of the lecturer and controller of the teaching process. The
flipped class gives students control over the teaching process by stopping and
rewinding the teacher's teaching video. In this way, students with different levels
of proficiency can listen to or see the teacher's teaching over and over again,
