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

Ho Bich Nhu, Dinh Tri Dien, Bui Phuong Thao, Nguyen Thanh Kieu An

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.

 

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

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DOI: http://dx.doi.org/10.46827/ejes.v12i7.6082

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