Flipped classroom is gaining more and more popularity among educators and researchers all over the world; however, its implementation in Viet Nam is still in infancy. This small-scale research project attempts to investigate students’ perceived challenges when attending a flipped English grammar class. Qualitative research design was adopted to address the research question. The participants include 34 second-year students majoring in the English language at a state university in Viet Nam. The instruments consist of an open-ended questionnaire and semi-structured interviews. Thematic analysis was employed to address the qualitative data. The findings highlight that Vietnamese students encounter several challenges when attending the flipped classroom including difficulty in self-regulated learning, heavy learning workload, lack of immediate support and lack of ICT resources. Accordingly, the present research has some pedagogical implications to help address those obstacles for successful implementation of this innovative teaching mode in the Vietnamese EFL context.

Flipped classrooms started to be adopted in the Vietnamese EFL teaching context a few years ago. Educational technology plays a crucial role in the implementation of this teaching model. Hence, choosing a suitable online platform for these classes is a critical decision for English teachers. The current study attempted to investigate Vietnamese students’ perceptions of MOODLE as the online platform used in two flipped English grammar classes. Sixty-two students from a state university in Vietnam were recruited for this research. The study employed a mixed-methods research design to address the research question. Both quantitative and qualitative data were collected through a questionnaire designed based on Technology Acceptance Model (TAM) and semi-structured interviews. The data analysis revealed that the students had positive perceptions of MOODLE in terms of system characteristics, material characteristics, perceived ease of use, perceived usefulness, attitude toward use, and behavioural intention. Accordingly, this learning management system (LMS) could be seen as a potential online platform in flipped classrooms for Vietnamese students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0001/a.php" alt="Hit counter" /></p>