Implementation of English flipped classrooms: Students’ perceptions and teacher’s reflection

Abstract

Since English language teaching and learning require many authentic drills and reflective practices during the learning process, many researchers, educators and teachers have tried multiple techniques to improve learners' active engagement and self-regulated learning. Yet, the major problem for most English teachers is how to get enough time for both delivering all the contents and facilitating students' activities in the classroom. In recent years, "flipped classroom" has been a feasible solution that offers a new pedagogical tendency in the field of ESL (English as a second language)/EFL (English as a foreign language) teaching. Regarding this trend of pedagogy, the paper aims to investigate the effect of the flipped model on English language learners' skill development at a college level. In addition, there is a part of narrative inquiry involving the author's personal reflection as a teacher of two English classes. The result showed a significant improvement of students' language competence through an open-ended survey and a semi-structured interview. The findings also make a path to rejuvenate English teaching and learning at Thai Nguyen University of Technology, Vietnam and advocate an innovation in curriculum.