PERCEPTIONS OF THE FLIPPED CLASSROOM MODEL IN SPEAKING CLASSES: A CASE STUDY OF NON-ENGLISH MAJOR STUDENTS AT A VIETNAMESE UNIVERSITY

Authors

  • Ho Bich Nhu Kien Giang University, Vietnam
  • Dinh Tri Dien Kien Giang University, Vietnam
  • Bui Phuong Thao Kien Giang University, Vietnam
  • Nguyen Thanh Kieu An Kien Giang University, Vietnam

DOI:

https://doi.org/10.46827/ejes.v12i7.6082

Keywords:

flipped classroom, students’ perceptions, speaking instruction, non-English majors

Abstract

The flipped classroom has emerged as an innovative instructional model that replaces traditional in-class lectures with online, pre-class materials, allowing class time to be dedicated to interactive, student-centered learning activities. This study investigates the perceptions of non-English major students regarding the implementation of the flipped classroom in speaking classes at Kien Giang University. A mixed-methods approach was employed, integrating quantitative data from a structured questionnaire with qualitative insights obtained through semi-structured interviews. The participants comprised 120 non-English major students enrolled in speaking courses during the second semester of the 2022–2023 academic year. The findings indicate that students generally held positive views of the flipped classroom model. They reported increased motivation, enhanced engagement, and greater flexibility in managing their learning. Nonetheless, several challenges were identified, including limited access to technology and initial difficulties in adjusting to the new instructional format. The study further presents students’ suggestions for improving the effectiveness of flipped classroom practices in future EFL speaking instruction.

 

Article visualizations:

Hit counter

Author Biographies

  • Ho Bich Nhu, Kien Giang University, Vietnam

    Ms. Ho Bich Nhu is a lecturer in English at Kien Giang University, Vietnam. She holds a Master’s degree in TESOL from the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City. Her research interests include English language teaching, language assessment, learner autonomy, and teacher professional development. Ms. Nhu has conducted research in various areas of English language education, with a particular focus on formative assessment, metacognitive strategies, and innovative teaching approaches such as flipped classrooms and lesson study. Her work contributes to a deeper understanding of instructional practices that enhance student learning and teacher growth in the Vietnamese EFL context. She is dedicated to improving English teaching practices and actively engages in research and academic activities to support student success and professional development in higher education.

  • Dinh Tri Dien, Kien Giang University, Vietnam

    Mr. Dinh Dien Tri is an English teacher at Kien Giang University, Vietnam. He earned his Bachelor's degree in English Education from Can Tho University in 2018 and later completed a Master's program in Applied Community Development at Future University–US, as well as a second Master's degree in Theories and Methods of Teaching English at Tra Vinh University. His academic interests center on English language teaching methodologies and the integration of educational technologies in language instruction.

  • Bui Phuong Thao, Kien Giang University, Vietnam

    Ms. Bui  Phuong Thao is a lecturer in English at Kien Giang University, Vietnam. She holds a Master’s degree in Theories and Methods of Teaching English from Can Tho University. Her research focuses on English language teaching methodologies and the application of digital technologies to enhance language learning.

  • Nguyen Thanh Kieu An, Kien Giang University, Vietnam

    Ms. Nguyen Thanh Kieu An holds a Bachelor’s degree in English Language from Kien Giang University, Vietnam. She is currently working as an English teacher at a language center. Her research interests lie in technology-enhanced English language teaching and fostering learner autonomy. She aspires to pursue graduate studies in the future and continue contributing to the development of education in Vietnam.

References

Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Implementation of the flipped classroom model and its effectiveness on English speaking performance. International Journal of Emerging Technologies in Learning (Online), 14(9), 130. https://doi.org/10.3991/ijet.v14i09.10348

Al-Ghamdi, M., & Al-Bargi, A. (2017). Exploring the application of flipped classrooms on EFL Saudi students’ speaking skills. International Journal of Linguistics, 9(4), 28-46. http://dx.doi.org/10.5296/ijl.v9i4.11729

Ali, S. Y., Al-Saleh, O., & Koushki, P. A. (1997). Effectiveness of automated speed-monitoring cameras in Kuwait. Transportation Research Record, 1595(1), 20-26. https://doi.org/10.3141/1595-04

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education. Retrieved from https://www.rcboe.org/cms/lib/ga01903614/centricity/domain/15451/flip_your_classroom.pdf

Betihavas, V., Bridgman, H., & Kornhaber, R. (2016). The evidence for 'flipping out': A systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15-21. https://doi.org/10.1016/j.nedt.2015.12.010

Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. Proceedings of the 2013 ASEE Annual Conference & Exposition, 23–1200. Retrieved from https://peer.asee.org/22585

Broussard, S. C., & Garrison, M. B. (2004). The relationship between classroom motivation and academic achievement in elementary‐school‐aged children. Family and consumer sciences research journal, 33(2), 106-120. http://dx.doi.org/10.1177/1077727X04269573

Brown, G., & Yule, G. (1983). Teaching the spoken language: An approach based on the analysis of conversational English. Cambridge University Press. Retrieved from https://assets.cambridge.org/97805212/73848/excerpt/9780521273848_excerpt.pdf

Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge University Press. Retrieved from https://books.google.ro/books/about/Discourse_Analysis.html?id=9gUrbzov9x0C&redir_esc=y

Clarke, J. (2008). PowerPoint and pedagogy: Maintaining student interest in university lectures. College teaching, 56(1), 39-44. http://dx.doi.org/10.3200/CTCH.56.1.39-46

Challob, A. I. (2021). The effect of flipped learning on EFL students’ writing performance, autonomy, and motivation. Education and Information Technologies, 26(4), 3743-3769. https://doi.org/10.1007/s10639-021-10434-1

Chaney, A. L., & Burk, T. L. (1998). Teaching Oral Communication in Grades K-8. Allyn and Bacon, Order Processing, PO Box 11071, Des Moines, IA 50336-1071. Retrieved from https://eric.ed.gov/?id=ED408637

Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2016). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21. https://doi.org/10.1080/09588221.2015.1111910

Chen, L. L. (2016). Impacts of flipped classroom in high school health education. Journal of Educational Technology Systems, 44(4), 411–420. http://dx.doi.org/10.1177/0047239515626371

Doman, E., & Webb, M. (2015). Benefits of flipping an EFL classroom in Macao. Reframing English education in Asia, 157-176. Retrieved from https://files.eric.ed.gov/fulltext/EJ1111606.pdf

Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.

Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 8196. http://doi.org/10.1080/09588221.2014.967701

Karataş, K., & Duyan, V. (2005). Difficulties that elderly people encounter and their life satisfaction. Social Behavior and Personality: An International Journal, 36(8), 1073-1084. http://dx.doi.org/10.2224/sbp.2008.36.8.1073

Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37-50. Retrieved from https://doi.org/10.1016/j.iheduc.2014.04.003

Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & education, 78, 160-173. Retrieved from https://doi.org/10.1016/j.compedu.2014.05.009

Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683-706. Retrieved from http://dx.doi.org/10.1353/csd.0.0099

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. https://doi.org/10.2307/1183338

Li, S., & Suwanthep, J. (2017). Integration of the flipped classroom model for EFL speaking. International Journal of Learning and Teaching, 3(2), 118-123. Retrieved from https://www.ijlt.org/uploadfile/2017/0525/20170525050549726.pdf

Marlowe, C. A. (2012). The effect of the flipped classroom on student achievement and stress. Retrieved from https://scholarworks.montana.edu/items/ad6a775d-16da-4337-8268-58fe0dae17f1

Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta‐analysis of studies conducted by Gardner and associates. Language learning, 53(S1), 167-210. https://doi.org/10.1111/1467-9922.00212

Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435. Retrieved from https://ieeexplore.ieee.org/document/6481483

McLaughlin, J. E., White, P. J., Khanova, J., & Yuriev, E. (2016). . Computers in the Schools, 33(1), 24-37. https://doi.org/10.1080/07380569.2016.1137734

Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9(3), 85–87. Retrieved from https://www.academia.edu/22761397/The_Flipped_Classroom_Strategy_What_Is_It_and_How_Can_It_Best_Be_Used

Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597-599. https://doi.org/10.3928/01484834-20130919-03

Nouri, J. (2016). The flipped classroom: for active, effective and increased learning–especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1), 1-10. Retrieved from https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-016-0032-z

Pink, S. (2013). Engaging the senses in ethnographic practice: Implications and advances. The Senses and Society, 8(3), 261-267. Retrieved from https://doi.org/10.2752/174589313X13712175020433

Prust, C. J., Kelnhofer, R. W., & Petersen, O. G. (2015). The flipped classroom: It’s (still) all about engagement. Paper presented at 122nd ASEE Annual Conference and Exposition: making value for society, conference proceedings. Retrieved from https://peer.asee.org/the-flipped-classroom-it-s-still-all-about-engagement

Prust, C. J., Kelnhofer, R. W., & Petersen, O. G. (2015). The flipped classroom: It’s (still) all about engagement. Paper presented at the 2015 ASEE Annual Conference & Exposition, Seattle, WA. American Society for Engineering Education. Retrieved from https://peer.asee.org/23442

Roehling, T. T., Wu, S. S., Khairallah, S. A., Roehling, J. D., Soezeri, S. S., Crumb, M. F., & Matthews, M. J. (2017). Modulating laser intensity profile ellipticity for microstructural control during metal additive manufacturing. Acta Materialia, 128, 197-206. Retrieved from https://doi.org/10.1016/j.actamat.2017.02.025

Saitta, E., Morrison, B., Waldrop, J. & Bowdon, M. (2016). Introduction: Joining the Flipped Classroom Conversation. In J. Waldrop & M. Bowdon (Eds.), Best Practices for Flipping the College Classroom (1-16). New York: Routledge. Retrieved from https://www.routledge.com/Best-Practices-for-Flipping-the-College-Classroom/Waldrop-Bowdon/p/book/9781138021730?srsltid=AfmBOorXgux04VyvKfrLPk83Ia__UAGC1NiJsPiz2H1CV-OUcsj1x4Xa

Shi-Chun, D. U., Ze-Tian, F. U., & Yi, Wang (2014, April). The flipped classroom–advantages and challenges. In 2014 International Conference on Economic Management and Trade Cooperation (EMTC 2014) (pp. 17-20). Atlantis Press. Retrieved from https://www.atlantis-press.com/article/11721.pdf

Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. https://doi.org/10.1007/s10984-012-9108-4

Tran, T. T. Q. (2018). Flipped model for improving students’ English-speaking performance. Can Tho University Journal of Science, 54(2), 90-97. Retrieved from http://dx.doi.org/10.22144/ctu.jen.2018.012

Ubaedillah, U. (2019). Improving Students’ english Speaking Ability through Jigsaw. Research and Innovation in Language Learning, 2(3), 216-227. http://dx.doi.org/10.33603/rill.v2i3.2127

Downloads

Published

2025-06-21

Issue

Vol. 12 No. 7 (2025)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).