Students’ Perceived Challenges of Attending a Flipped EFL Classroom in Viet Nam

Abstract

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.

EFL Students’ Experiences in a Flipped Reading Comprehension Classroom

“…Ansori & Nafi' (2018) examined teachers' perspectives and challenges towards the flipped classroom. Vuong, Tan, & Lee (2018) researched to see the challenges faced when students learn to use the flipped classroom model. This research was applied to first-grade students in senior high school while the previous research was applied to undergraduate students in the University.…”

“…As in the research of Ha et al (2019), Qader & Arslan (2019), and Love et al (2015) who implemented the flipped classroom at the University. Furthermore, previous studies, (Soliman, 2016;Ansori & Nafi', 2018;Vuong, Tan, & Lee, 2018;Ha et al, 2019;Qader & Arslan, 2019;and Love et al, 2015), applied the flipped classroom model in the usual way, namely in the classroom at school, while this research used the flipped classroom in online learning. The used of WhatsApp and Zoom is needed fo online learning.…”

Innovative Flipped Classroom Approach for TESL Subjects: From Students’ Perspective

“…Turan & Akdag-Cimen (2019), who conducted a review of flipped classroom approach in English language classrooms, also reported that the use of flipped classroom approach was workable especially for the speaking and writing skills. Nevertheless, although previous studies including by Andujar et al (2020) have indicated the benefits gained by students in a flipped classroom, studies conducted by Vuong (2018) and Miragall & García-Soriano (2016) have shown that students often face challenges in participating in the flipped classroom setting.…”

ECOPRENEUR: A Flipped Classroom Method for Learning Principles of Entrepreneurship for Online Direct Learning

“…In a flipped classroom, the learning activities that traditionally occur in the classroom, like the introduction of new material through lectures and handouts, are introduced to students outside the classroom in a digital environment; The activities that traditionally occur outside the classroom, like homework assignments and activities completed in isolation, are now completed inside the classroom. When students carry out activities and assignments in a more deeper and critical discussion with their teacher and/or their peers, they engage in active learning (Vuong et al, 2018). Usually, videos of topic are created and distributed online as pre-learning exercise.…”

“…He placed his teaching notes (PowerPoint slides) in a digital platform and had his students go through the teaching materials before real class time. While in class time was typically used for the applications and practices new concepts that the students acquired beforehand through collaborative activities (Vuong, Tan, & Lee, 2018). Therefore, a flipped classroom is the reverse to the traditional teaching methods.…”