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

 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 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 
 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 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 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 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 
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