Sáng kiến kinh nghiệm THPT: The effectiveness of flipped classroom on enhancing 10th grade students’ English grammar learning

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The aim of this study was to apply the flipped classroom strategy in teaching English grammar to examine its impact on Quy hop 3 high school students’ performances, perceptions, and attitudes toward learning English independently. ; and after every step of the way; I find out a more effective way to support and help students to learn English grammar better. I hope that the findings of the study will partly help to decide whether to apply this technique again in the future or what changes can be made to improve the quality and the effectiveness of the method.

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Nội dung Text: Sáng kiến kinh nghiệm THPT: The effectiveness of flipped classroom on enhancing 10th grade students’ English grammar learning

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 ************ 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
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, 1
without being accused of being retarded by their classmates. Therefore, the students themselves take the main responsibility of planning for the lesson and learn the educational materials without any worries. This study investigated the effectiveness of flipped classroom on enhancing 10th grade students’ English grammar learning. 2. Objectives of the Study The aim of this study was to apply the flipped classroom strategy in teaching English grammar to examine its impact on Quy hop 3 high school students’ performances, perceptions, and attitudes toward learning English independently. ; and after every step of the way; I find out a more effective way to support and help students to learn English grammar better. I hope that the findings of the study will partly help to decide whether to apply this technique again in the future or what changes can be made to improve the quality and the effectiveness of the method. 3. Scope of the Study The study was conducted on the teachers and students of grade 10 with the new textbook “English 10” global success at Quy Hop 3 High school. The study used a convenience sample of participants. The researcher selected this sample in particular because the students were already familiar with zalo. In addition, a placement test was completed by the control and experimental groups to evaluate if both groups had similar proficiency levels in English grammar. Questionnaires are used for 7 teachers and 84 students of 10A1, 10A2. 4. Research Methods The aim of the current research is to investigate the impact of applying flipped classroom as a method to enhance English grammar for students at Quy Hop 3 high school. I implemented the flipped classroom strategy by selecting videos based on the students’ textbook and uploading those videos on the zalo before each lesson to provide opportunities for active learning interactions. The students of the experimental group were required to watch the videos to learn by themselves and to come to class prepared to ask for clarification, if needed. They also practiced what they had learned under the teacher’s supervision by completing collaborative and competitive tasks in groups or pairs. Meanwhile, the control group students received in-class only traditional teaching. They learned the grammatical lessons without the help of any videos. There were 5 units in this experiment. At the beginning of the experiment, a placement test was completed by the experimental and control groups to determine whether there were significant differences between them regarding their proficiency levels in L2 grammar. During the implementation of the research process, the experimental and control groups studied the same 5 grammatical topics. For that reason, both quantitative and qualitative methods are applied in this research 2
by using pre-test, post-test to find out the effectiveness of flipped class method and questionnaires, semi-structured interview as tools to collect the participants’ perception towards the applied method. PART II: CONTENT I. Theoretical and practical background 1. Theoretical background 1.1. Grammar The term ‘ Grammar’ stated by Hartmann and Stork (1972: 98) : ‘’In its widest sense, the term grammar refers to generalized statements of the regularities and irregularities found in language. For the Greeks, grammar was a branch of philosophy concerned with the ‘art of writing’. By the Middle Ages grammar had come to be regarded as set of rules, usually in the form of a textbook, dictating’ correct’ usage.’’ 1.1.1. General Concept of Grammar Grammar is field or linguistics that involves all the various things that make up the rules of language. Subfield of linguistics that are considered a part of grammar include syntax, phonetic, morphology and semantics. Grammar is also used as a term to refer to the prescriptive rules of a given languages, whit may changes over time or be open to debate. The term ‘grammar’ can also be used to describe the rules that govern the linguistic behavior of a group of speakers. Michael Swan (2005:19), linguists, who are more likely to pay attention to native British English ( British English) grammar defined as follows: “The rule that show how words are combined, arranged or changed to show certain kinds of meaning”. Learning English grammar is important. Understanding grammar will give us better communications and thinking skills, making us a better listener, speaker, reader, and writer. Understanding grammar will also allow us to develop our own unique personal style of communicating, which can lead to a rewarding career as a speaker or writer. Knowledge of grammar will enable us to communicate effectively in any situation, allowing us to form more and meaningful relationships with friends and family. Indeed, learning grammar can improve our life and make us better person in several ways 1.1.2. Teaching and learning grammar The English teacher is often portrayed as an "unattractive grammar monger whose only pleasure in life is to point out the faults of others" (Baron, 1982, p. 226). For the most part, within the classroom, any mention of grammar causes the student moments of discomfort and sometimes even terror. Many teachers have tried to make grammar teaching a non-threatening, imaginative and useful activity within the English curriculum. 3
In teaching grammar, three areas have to be considered: grammar as rules, grammar as form, and grammar as resource. For many L2 learners, learning grammar often means learning the rules of grammar and having an intellectual knowledge of grammar. Teachers often believe that this will provide the generative basis on which learners can build their knowledge and will be able to use the language eventually. For them, prescribed rules give a kind of security. A better approach is perhaps to see grammar as one of many resources that we have in language which helps us to communicate. We should see how grammar relates to what we want to say or write, and how we expect others to interpret what our language use and its focus. According to Widdowson (1990: 86), " grammar is not a constraining imposition but a liberating force: it frees us from a dependency on context and a purely lexical categorization of reality." Given that many learners and teachers tend to view grammar as a set of restrictions on what is allowed and disallowed in language use ‘a linguistic straitjacket’ in Larsen-Freeman’s words (2002: 103) the conception of grammar as something that liberates rather than represses is one that is worth investigating. According to Morelli (2003), students perceived themselves as having a better attitude towards grammar instruction in context, while performing slightly better after having experienced the traditional grammar instruction. 1.2. Overview of the Flipped Classroom Strategy The flipped classroom started in 2006 when two high school chemistry teachers, Jonathan Bergmann and Aaron Sams, video recorded their chemistry lessons for absent students. Their students liked the videos and requested them to record and share more videos. Bergmann and Sams observed that their videos made a positive impact ontheir students and improved their academic achievement (Bergmann & Sams, 2012).The flipped classroom methodology involves assigning content materials such as lecture notes and pre-recorded videos to students as homework, thus leaving class time for interactive learning activities (Bishop& Verleger, 2013). As a result, instead of spending the lion’s share of class time lecturing and explaining content, the majority of the class time is spent in doing collaborative activities or project or problem-based language learning (Bauer- ramazani et al., 2016). In order to flip the classroom, teachers should follow the four pillars of the flipped classroom: flexible environment, learning culture, intentional content and professional educator (Bauer-ramazani et al., 2016). The first pillar, flexible environment, implies that the learning environment must be flexible in time and place. The second pillar, learning culture, refers to the shift in the teaching approach from a teacher-centred approach to a student-centred approach. The third pillar, intentional content, indicates that the aim of flipping the classroom is to develop students’ content as well as cognitive skills. Finally, the fourth pillar, professional educator, emphasises the role of teachers in designing excellent lessons, videos and materials, facilitating interactive classroom activities, evaluating and 4
providing feedback to students (Mcnally et al., 2017).A list of four essential elements of the flipped classroom can be derived from Abeysekera & Dawson (2016), Brame (2013) and Mcnally et al., (2017): 1. Prior exposure of students to content (e.g. recorded lectures, notes, videos) 2. An incentive for students to prepare for class (e.g. pre-class quizzes, online discussions, online activities) 3. A mechanism to measure students’ understanding and to ensure that students have viewed the content (e.g. graded pre-class quizzes) 4. In-class activities that focus on higher-level cognitive activities: active learning, collaborative and peer learning, problem-solving and/or case studies. Flipped learning is based on some theoretical underpinnings that explain its success and popularity. First, Bloom’s Taxonomy is related to flipped classroom because the transmission of information, which is the basic component of learning, is conducted independently by the students outside the classroom and assimilation of information, which requires critical thinking, analysis and synthesis and reasoning, takes part during the class with the guidance of the teacher (Eppard & Rochdi, 2017). Furthermore, constructivism theory is relevant to flipped learning. Accorrding to constructivism theory, learning is a result of mental construction (Olusegun, 2015), and learners construct their knowledge through experience, interaction and reflection (Bereiter, 1994). This is evident in the flipped classroom when students are assigned problem-solving tasks where they need to utilise the information that was presented to them previously outside and before the class (Eppard & Rochdi, 2017). Current research on the flipped classroom has shed light on the benefits and challenges of this teaching method. According to Marshall and DeCapua (2013), using a flipped classroom allows the teacher to spend class time in observation, feedback and assessment. Additionally, the flipped learning approach allows teachers to incorporate collaborative project-based and problem-based learning (Carhill-Poza, 2019). Carhill-Poza (2019) added that flipped learning has the potential to extend communicative language teaching practice by providing learners and teachers with methods that facilitate social mediation. Arifani (2019) claimed that the flipped learning approach enhances EFL students’ collaboration. Since the approach hinges on the assumption that learning is personal and that learning occurs in active and interactive environments, the flipped classroom fosters the development of high-order thinking skills (Bergmann & Sams, 2012; Bishop & Verleger, 2013). However, implementing flipped learning may face some challenges, such as ‘increased time needed to set up the tools and equipment for technology support, developing appropriate language and assessment activities, finding online resources to support language and content activities, and designing tasks for critical thinking and project-based learning’ (Bauer-ramazani et al., 2016, p. 345). Watching videos 5
and reading materials before the class in the flipped learning approach can be an extra homework for students, which can negatively affect student learning in the flipped classroom (Bergmann & Sams, 2012; Lee & Wallace, 2018). Internet connectivity problems might hinder the successful implementation of a flipped learning approach (Andujar et al., 2020). 1.2.1. Impact of the Flipped Classroom Strategy on Learning English Studies suggest the flipped classroom strategy positively affects students’ performance and proficiency levels invarious areas of English language. Hung (2015) found that implementing the flipped classroom model in English classes develops students’ academic performance in general. In addition, Ishikawa et al. (2015) and Obari and Lambacher (2015) found that flipping English classes improves students’ scores on the Test of English for International Communication (TOEIC). In addition, flipping English classes improves students’ speaking skills (DewiSuryani, 2014; Obari & Lambacher, 2015) and reinforces students’ listening comprehension (Han, 2015; Hung, 2015; Kang, 2015). Even in studies where the flipped classroom was utilized to promote other areas of English language, such as students’ grammar, vocabulary, and idiomatic knowledge, the results show that students’ confidence, and oral fluency skills also improved (Han, 2015; Hsieh, Wu, & Marek, 2016; Kang, 2015). Furthermore, the flipped classroom strategy can encourage learners and make them more attentive to the learning process. Hung (2015) confirmed that 80% of the participants in the flipped classes spent more time and effort learning on their own compared to students’ in the traditional classes, which indicated that they participated more in the learning process. Similarly, Han (2015) noted that during the study, students independently devoted time and effort to finding the technological learning tools and resources they needed to expose themselves to English for their ungraded project, showing motivation and interest in English learning. 1.3. Teachers’ Perceptions in Teaching Grammar through Flipped Classroom This kind of strategy gave rich and meaningful learning activities. It supports the teacher to be more creative. Arnold-Garza (2014) found that the flipped classroom may only be useful for teaching grammar. However, teachers’ preparations is the key element. Some teachers have already used some methods to flip the class, for instance, letting students learn outside the class, offering video clips as supplementary materials, and cultivating the students’ problem-solving abilities. However, more requirements need to be met to achieve flipped classroom. This is supported by Webb et al. (2014) which found that flipped learning materials require the teachers to have more time in preparing class materials. They also discovered that flipped learning requires adjustment time for the teachers. Howitt and Pegrum (2015) argued that further time commitment is needed in designing suitable quiz questions and activities which will be used not in class. Wanner and Palmer (2015) reported that preparing the course materials for flipped learning can 6
reach up to six times compared to preparing materials for traditional course. Although videos are considered to be an important component of the model, they are still substantially subordinated to the second stage of the practice which is the in-class activities (Bergmann & Sams, 2012). Hartyányi et al. (2018) say that the role of the teacher is to implement a variety of experiential learning activities in the classroom during the course time. It can be argued that teacher’ role in the flipped classroom has not sufficiently been recognized since they moves into the role of the coach or guide, who provide assistance for the learners how to integrate all that information, perform a skill, or interact with others face to face (Berman, 2015; Berrett, 2012), which is a source of concern for teachers. These may be collaborative activities and cognitive learning activities, to ensure that students receive clear and effective instruction to achieve the module's learning objectives and results. The collected data from the semi-structured interview showed that most of the teachers in my school give their opinions about flipped classe that they prefer it more than the traditional classes . It is better to change the routine of teaching. The flipped learning provides an enjoyable environment for students, and it encouraged them to discover new topics. The teacher thought that The flipped learning requests students to interact and communicate with their teachers and colleagues in order to do the required tasks and activities. The interaction between them improves the students' fluency and encourages students to practice their language. Furthermore, the students read, watch, and answer some questions at their homes in order to be prepared for the classes at their schools, this made students learn grammar better. The problem the teacher mentioned is that the challenging of internet connection. students need a good internet connection to watch the provided videos. they think it was a good point to display the material at any time, especially for absent students who miss some classes. Many teachers believed that flipped learning improves the students' self-efficacy, self-discipline, and self-confidence because they are more aware of their learning. Also, they are responsible for their achievements. According to the teacher, Flipping the classes have several benefits and drawbacks. The main benefits are improving the students' skills and abilities and it contributes to language acquisition. Moreover, students like experiencing new models of teaching. Furthermore, it saves the time of presentation of the lessons in the classroom for discussion, and it provides various sources of information for students. The teachers believe that the students need to have positive attitudes toward learning the English language in order to acquire it easily and sufficiently as they noticed at this school and this is one of the challenges that face teachers every day. Furthermore, some students are still depending on the teachers as the only source of knowledge and they refuse to engage in any new model or style of teaching. Nevertheless, some students do not have internet connections in their homes, which are frustrating them. It can be concluded, for the teacher, it is important to reflect upon the lesson to recognize aspects that were successful, and those that failed to meet expectations. Then, try to formulate at what level the adjustments need to be made and administer 7
again. For students, there will be an adjustment period with new methods, where they are learning their role in the class and the expectations of the teacher. Therefore, it is important for the teacher to create clear guidelines for what the student should do, and develop strategies that reinforce adherence to the guidelines. Ultimately, teachers need to recognize that implementing a new teaching method may be uncomfortable at first, but learning how to take advantage of the technology available in the classroom may make them a better teacher, and help students understand information on a deeper level. 1.4. Learners’ Perceptions in Teaching Grammar through Flipped Classroom There are some researchs reveal about learners’ perceptions in teaching grammar through flipped classroom (Singay, 2020; Zainuddin & Attaran, 2015; Sun, 2017; Noroozi, Rezvani & Golestan, 2020; Yanto, Triyani & Pravitasari, 2020; Pudin, 2017). It is important to determine students’ likes or dislikes for a flipped classroom because it will decide whether the instructor should continue with this approach. These research samples are to explore the effects of flipped learning approach in teaching grammar through learners’ perceptions. The first research by Singay (2020) where the research was undertaken to examine Bhutanese students’ attitude and perceptions toward the flipped learning approach in teaching grammar. Findings from the questionnaire demonstrated that flipped learning approach helped learners to learn grammar, moreover the students showed positive attitudes and perceptions towards the flipped classroom approach. These findings were also consistent with Zainuddin & Attaran (2015), who found that students prefer flipped classrooms compare to traditional classrooms, and most of the students showed a positive attitude towards flipped learning. Similarly, Sun (2017) reported that Taiwanese undergraduate students were taught using a content-based flipped learning approach. The result indicated that the students showed a positive attitude and perception towards flipped learning to understand the content and gain knowledge. In the present study, learners believed that to master the content (grammar) pre preparation, such as watching video assignments, help them to actively. Moreover, Bishop and Verleger (2013) provide a recent survey of research into the flipped classroom approach and report on eleven studies that have investigated student perceptions of the flipped classroom, with results being relatively consistent in that general student opinion of the flipped classroom tends to be positive, with a significant minority being opposed. Besides, the finding ressearch from Pudin (2017) stated that most of students were keen to learn grammar through flipped classroom. The flipped classroom can indeed create rich and meaningful learning activities. Students no longer need lessons that comprised of instructors and materials. It is evident in this study that they enjoy learning at their own pace and the learning various activities integrated into the lessons. In my experiment, I use action research to investigated students’ perceptions on flipped learning. After surveying 84 students at Quy Hop 3 high school, I found 8
that 75% of the surveyed students claimed that the flipped classroom was more beneficial to their learning compared to lectures. The results indicated that students enjoyed learning English using the flipped classroom, and teachers found students to be more motivated in the flipped classroom. The collected data from the satisfaction exploratory questionnaire showed that experimental group students’ opinions and attitudes toward the flipped classroom were positive, and that they agreed the strategy enhanced their communication, benefited their learning, and encouraged their autonomy. The questionnaire was administered to the 40 students of the experimental .In the first two items on the questionnaire, the students were asked to evaluate whether they communicated a lot with the teacher and their classmates during the flipped lessons. Students’ responses to statement one and two indicated that they strongly agreed that the flipped classroom enhanced their communication with the teacher. They also felt communication with their classmates was increased, as the students generally agreed with the statement. Regarding students’ autonomous learning, they were asked if the flipped classroom strategy encouraged them to work on their own and to explore their own strategies for self- learning. In this third statement, students mostly. felt neutral regarding if the flipped classroom had increased their autonomy In statement 7, they did not feel that they explored suitable self-learning strategies. Statements 4, 5 and 6 evaluated whether students used what they had learned outside of the classroom on their own in-class activities and tasks . In evaluating whether the online resources (videos) helped them improve their learning. Statements 10 and 11 evaluated if students had positive attitudes towards the flipped classroom strategy. Students were asked to report if they would like to repeat the experience of self-learning, and if they liked the routine of the flipped classroom strategy. Students were generally neutral in regard to their willingness to re-experience self- learning strategies in the future; whereas, the majority of the students liked the routine of the flipped classroom . The students’ responses showed that the most favored aspects of the flipped classroom were watching videos and in-class activities. The majority of these responses indicated that the students value having authority to control the video, like repeating the video, and watching the videos anytime, anywhere and appreciated the collaborative and competitive in-class activities. In addition, students acknowledged the teacher collaboration and support; whereas, some students mentioned that their classmates’ explanations and support were one of the most helpful aspects of the flipped classes. 1.5. Advantages of the Flipped Classroom approach. The Flipped Classroom method has a number of benefits. For one, it exposes students to constructivist (in class) and behaviorist (outside of class) learning concepts (Hawks, 2014). This is because outside of training, students access the foundational certified curriculum that is required in behaviorist learning philosophy, which can include seminars, tutorials, and exercises, all of which are supervised by 9
the instructor (Hawks, 2014). The Constructivist learning theory, on the other hand, is focused on building on students' prior knowledge and enabling them to take responsibility for their ownlearning, so that a teacher is no longer a "sage on the stage," as Mason (2013) put it, but rather a "guide on the side." Student centered learning, problem-oriented learning, and peer-assisted learning are some of the other learning philosophies that the Flipped Classroom pedagogy is based on, according to Elliot (2014). Second, the Flipped Classroom approach encourages students to view the material at any time, enabling them to explore new topics on their own timetable. Any students would be too timid to interrupt the instructor if he or she was going too quickly in a regular lesson, but in the Flipped Classroom mode, students can pause and rewind the video before they master the content (Butt, 2014). Furthermore, if a student registers late, he or she can watch the videos and keep up with the rest of the class; or, if students are sick or unable to attend the class for one purpose or another, they can quickly understand the course content from the videos and materials available on e-learning. Thirdly, teachers will accurately track students' progress using the e-learning dashboard, which would display the questions that the majority of students were unable to correctly address, allowing teachers to recognize information gaps that need more explanation, so that they could discuss these concerns and assumptions in class by hands-on exercises, reducing students' mistaken views. Fourth, class time is used to participate in content at a deeper level, culminating in the creation of "learning related groups" (O’Flaherty, 2015). In other words, in class, students will be interested in integratingthe curriculum they learned before class by constructive learning exercises such as “collaborative practices and peer learning, which is indicative of how the systems analysis and design process is performed in a real life environment,” according to Evseeva (2015). That is to say, students engage in critical thinking, dialogue, problem-solving, collaboration, and input in class, all of which are essential skills in the real world, especially in the workplace. These in-class exercises should encourage students to use their higher- order thought skills, such as analysis, synthesis, appraisal, and development, as defined in Bloom's Taxonomy (1984). Fifth, since the onus of learning is put on the students, the Flipped Classroom pedagogy grants students control of their learning. Since “marrying the technical methods and asynchronous information distribution used in a Flipped Classroom with a student driven approach to determining what is studied will build an atmosphere in which interest thrives,” this happens in the Flipped Classroom mode of learning (Elliot, 2014). Students are motivated in this setting and they are responsible for their own learning, which gives them an inherent drive to learn. This is not extrinsic outside enforced control imposed by their professors, who are no longer the focus of the class, but rather facilitators assisting students in preserving 10
information, tracking development, boosting trust, sustaining enthusiasm, and providing input (Mason, 2013). Until teachers begin using this new technique, this new teacher position should be thoroughly demonstrated to them. Sixth, the students' participation in online and in-class debates and forums lets them improve their speech skills, which assists them in learning the language (Evseeva and Solozhenko, 2015). Last but not least, the Flipped Classroom pedagogy explores students' differences in language competence learning style, and language learning speed, as they will vary in their ability to understand module content and complete assignments. As a result, students will be able to “choose the pace, speed, and volume of the material they need to study” in the Flipped Classroom mode (Evseeva and Solozhenko, 2015). Many of the above benefits caused colleges and schools to turn to Flipped Classroom mode. 1.6. Challenges that Face the Flipped Classroom Some students do not have internet access. In this case, teachers should burn the videos or screencasts on DVDs or save them on a flash pen and prepare copies as a plan B for such students to avoid creating a divide between students who have and do not have internet. Students can never watch the preclass videos or read the pre-class content if the classroom is flipped. However, if attendance or grades are linked with these pre-class tasks, students will definitely attempt them eagerly to get the grades. It is important to stress that grades should not be issued purely on the grounds of presenting an evaluation or taking a quiz, but also based on the nature of the students' work. Any students tend to work alone and stop going online or participating in groups. This may be solved if students comprehend the reason for using the Flipped Classroom mode of instruction. When the latest Flipped Classroom technique was piloted at the beginning of the semester, an animated video was produced using PawToon to illustrate the new teaching methodology to the students. It was very useful because it simply outlined the Flipped Classroom technique, as well as the student and instructor roles. Occasionally, course instruments and equipment are not adequately or correctly planned. As a result, it's critical to plan "good teaching and learning experiences" to ensure students' proficiency and interest, which can help foster innovation. 2. Statement of the problem English as a Foreign Language is a compulsory subject in schools. But in fact, students in my school demonstrate low level abilities in all of the four language skill areas: reading, writing, speaking, listening. Furthermore, the students are exposed to little English language use and are very limited in their ability to learn English grammar. In addition, they get bored in grammar lessons with grammar translation and audio-lingual methods, the main teaching method is lecturing, 11
making the textbook and the teachers are the only sources of knowledge. This has created passive and unmotivated students and reduced learners’ chances to self- discovery, learn English grammar in many other methods. My students do not have the opportunities to engage in English language use or practice skills outside of the classroom. But this passive role in learning English grammar disappears in the flipped classes because the strategy motivates students to spend more of out- of-class time to learn by themselves and encourages them to participate more in classroom activities. The flipped classroom radically changed the traditional concept of teaching and learning by shifting how the teacher is teaching and the learners are learning. The flipped classroom strategy can help solve common problems of English language learners, such as lack of participation, communication, interaction opportunities, lack of sufficient feedback, and low proficiency levels. Therefore, I conduct this study to apply the impact of the flipped classroom strategy on Quy Hop 3 school students’ grammar performances as well as their attitudes toward self-study in English grammar classes. I hope that this implementation will help my students have effectively English grammar classes and address the previously mentioned needs. II. The solutions 1. Procedure for applying the flipped classroom strategy in teaching English grammar The procedure was used with the experimental group: in phase one, the teacher selected videos on topics corresponding to the nine areas. These videos were selected from the YouTube website. Teacher checks the videos’ appropriateness for the students’ levels and topics. Three days prior to each lesson, the teacher uploaded the corresponding video on zalo so that the students could watch them on their own time outside of school hours. On zalo, the students were able to comment on the video and post questions for the teacher. In phase two, the teacher discussed the videos with the students at the beginning of each class so that the teacher could figure out whether all students had watched the video or not. During the discussion, the teacher clarified any misunderstood points and answered the students’ questions. Afterwards, a collaborative activity or a game was assigned to students to do in groups, pairs, or individually. In phase three, the students present their discussion results. After that they were asked to complete the textbook exercises, given handout in groups and exchange their result for peer-correction. In the cases where the group members found mistakes, they had to correct the mistakes and explain their corrections. While learners were performing the tasks, the teacher walked around the class to observe them and provided feedback. 12
Table 1. The procedure for using flipped classroom for teaching English grammar The phase Setting Procedures -Teachers post videos, pictures, worksheets, Outside the lessons, questions on Zalo group. Phase one classroom -The students watch them and prepare themselves for the classroom activities. - 5 minutes of discussion and answering Inside the some students' questions. Phase two classroom - students raise their own questions - students present their results - Teacher gives feedback Inside the Phase three - Teacher engages students in doing some classroom activities and tasks. - Teacher checks and gives comments 2. Sample of application of flipped classroom strategy in English grammar in the English 10- Global Success. UNIT 1: FAMILY LIFE Lesson 2: Language Part: Grammar: Present simple Vs. Present continuous 1. Objective: - Identify the club words using in present simple and present continuous. - Distinguish the different usage between present simple and present continuous - Identify the form of present simple and present continuous used in context. - Form accurate affirmative and negative sentences using different grammar tenses. 2. Procedure At home:  Teacher: - selects video about present simple and present continuous from Youtube - prepares questions, handout, worksheet. - posts videos, worksheets, lessons, questions on Zalo groups 13
Video Source: https://www.youtube.com/watch?v=Q5UEPSk9ipE Questions: 1. What are the usages of present simple and present continuous ? 2. What are the different clue words of present simple and present continuous? 3. What are the forms of present simple ( affirmative, negative, interrogative)? 4. What are the forms of present simple ( affirmative, negative, interrogative)? Handout: Mark the letter A, B, C or D to indicate the correct answer to each of the following questions. Question 1: He __________ to the cinema yesterday evening. A. has gone B. goes C. went D. had gone Question 2: Jim _________________ a book at the moment. A. is reading B. had read C. reads D. has read Question 3: I’m busy at the moment, _______on the computer A. I work B. I’m worked C. I’m working D. I worked Question 4: Don’t bother me while I _______________ 14
A. am working B. was working C. will work D. will have completed Question 5: My brother_______________out at weekend. A. doesn’t usually go B. does usually not go C. doesn’t usually goes D. usually doesn’t goes. Question 6: Every day, my sister _______________the floor. A. usually clean B. cleans usually C. usually cleaned D. usually cleans Question 7: Listen! Someone ______________. A. is singing B. are singing C. sings D. sing Question 8: First thing in the morning, I ____ a cup of milk tea. A. has B. am having C. have D. will have Question 9: Anita _______________ very hard at the moment. A. is studying B. studies C. studied D. has studied Question 10: I usually __________ to school by bus. A. went B. am going C. go D. have gone Question 11: Our friends ____ for the fashion show now. A. is preparing B. are preparing C. prepares D. prepare Question 12: All staff in this restaurant ____ an urgent meeting right now. A. are attending B. is attending C. attends D. attend Question 13: Yesterday morning I ____ up early. A. got B. get C. was getting D. had got Question 14: Please don’t make so much noise. I ______________. A. studying B. study C. am studying D. studied Question 15: Water ______________ at 100 degrees Celsius. A. boils B. boiled C. is boiling D. will boil  Students: - watch the video, answer the questions ( anytime) - raise some questions about the tenses if they do not understand somethings about the lectures on video. At class: Time limit: 20 minutes - Teacher discusses the videos with the students first 15
- Teacher divides the class into groups of four - Students work in groups and discuss the questions , each group discusses the different questions. Group 1,2,3 : question No1, group 4 : question No 2, group 5,6,7 : question No3, group 8,9,10 : question No4 - Teacher goes around to give comments - Then the representative of each group shows their work. - Student in class 10A1 presents their work - Teacher gives feedbacks - Students can raise more their own questions when they want to understand more about the lesson. - Teacher gives handout - Teacher engages students in doing some activities and tasks. - Student work in group and do the given tasks - Teacher checks and gives comments. Expected answer: 1. The usage. 16