Áp dụng phương pháp học đảo ngược trong dạy và học tiếng Anh ở Việt Nam: Lợi ích và thách thức

activities are implemented 
in the classroom with teacher or peer assistance. 
In a simple way, the two factors that help form this 
learning approach are the deep interactive group 
activities inside the classroom and technology-
based individual activities outside the classroom 
(Bergmann & Sams, 2012; Bishop & Verleger, 2013; 
Hung, 2014). This approach is built upon a number 
of learning theories, the most prominent of which 
is theory of active learning (Bishop & Verleger, 2013; 
Hung, 2014). Theories of Bloom’s Taxonomy and 
Zone of Proximal Development also build up the 
conceptual framework of this learning approach 
(Bishop & Verleger, 2013; Honeycutt & Garrett, 2014). 
This learning approach is expected to alter the way 
knowledge is transferred and activities are organized 
in and outside the classroom (Bergmann & Sams, 
2012; Hamdan et al., 2013; Honeycutt & Garrett, 
2014; Webb et al., 2014). Considering the Vietnamese 
EFL context as discussed above, flipped learning is 
believed to bring benefits to EFL teaching practices 
in Vietnam in the subsequent ways. 
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3.1. Flipped learning maximizes classroom effects 
for better learning outcome
In the common situation of having limited class time 
in many of the Vietnamese universities and schools, 
the application of flipped learning is considered an 
apt solution to tackle the time issue and at the same 
time help students develop their academic skills in a 
number of ways. 
To start with, the “homework in class and class-
work at home” model allows teachers and students 
to take effective use of class time compared to the 
traditional teaching methods (Webb et al., 2014, 
p.54). In a conventional Vietnamese EFL classroom, 
the application of modern technology to enhance 
teaching and learning quality in and out-of-
class time is still limited. Nonetheless, in a flipped 
learning environment, students watch pre-recorded 
instructional videos at home and come to class for 
deeper discussion of the issue and further practice of 
language and problem-solving skills (Webb et al., 2014). 
The key strength of this learning approach is that 
it organizes learning activities in a logical and 
convenient way for the sake of students’ learning 
benefits. With this approach, students’ lower level 
thinking skills as presented in Bloom Taxonomy such 
as remembering and understanding can be practiced 
in students’ own time and place whereas higher order 
thinking skills such as applying, analyzing, creating 
and evaluating can be done in class with teachers’ 
support (Hamdan et al., 2013; Honeycutt & Garrett, 
2014). For example, at home, EFL students can track 
down unknown words, take time to understand new 
concepts as well as listen and read for the content 
of the coming lesson in their own comfort (Hung, 
2014). As these thinking skills do not require teachers’ 
assistance, flipped learning could free up teachers’ 
time of lecturing basic content in class. Class time is 
instead devoted to more challenging collaborative 
activities in pairs or groups. 
Secondly, by promoting higher order thinking skills, 
this learning approach is particularly suitable with the 
Vietnamese EFL high school and tertiary students. As 
this group of learners has greater ability for abstract 
thought and better commitment to what they are 
doing in comparison to their younger counterparts, 
the use of flipped learning is considered to be an 
appropriate approach. 
Finally yet importantly, flipped learning is believed 
to better enhance students’ language skills in 
comparison to regular classroom practices. Regarding 
listening and speaking skills, by letting students watch 
pre-recorded videos at their own time, which means 
students are provided with necessary vocabulary 
and having time to brainstorm for ideas before 
class, they can feel more well-prepared to take part 
in speaking activities in class (Hung, 2014). A similar 
outcome can be obtained with reading and writing 
skills. For instance, by watching writing lectures and 
doing basic tasks at home, students can understand 
the theory of writing formats before coming to class 
and class time can be dedicated to teachers’ further 
clarification of the unclear contents and students’ 
deeper writing practice. 
3.2. Flipped learning supports individualized 
learning 
By catering for students’ individual needs, flipped 
learning is hoped to mitigate the issue of mixed-
level EFL classes in many Vietnamese schools and 
universities and bring the enjoyment of flexible 
learning to all students. First, there are apparent 
benefits for not only low-performing students, but 
also high-performing students as well as students 
with special learning schedules. Concerning low-
performing students, they can watch the pre-
recorded lessons as many times as they wish for their 
understanding. As a result, poor achievers may feel 
more confident to take part in class-time activities 
due to their prior exposure to the learning materials. 
For example, if some students are weak at listening 
skill, they will feel worried and unready when being 
asked to join the speaking activities immediately 
after watching the video in class. However, flipped 
learning will give them the chance to access and have 
multiple-watching of the learning videos, which will 
eventually help them perform better and enhance 
their confidence in class. Even in cases when some 
students still feel unclear after attending the lesson, 
they can always go back to the videos for further 
understanding (Hung, 2014). This is a plus point of 
flipped learning to assist struggling students because 
if these activities are carried out in the traditional 
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v PHƯƠNG PHÁP GIẢNG DẠY
classroom, there is little possibility of students 
watching it again and again due to time limitation. 
Turning to high-performers, there are chances of 
leadership roles in collaborative activities, as well as 
a variety of higher-order thinking activities to join 
which can develop their academic potentials. In 
addition, more class-time devoted to all individuals 
also means that high achievers’ desire to foster deeper 
learning can be satisfied. While these priorities may 
not be achieved in a conventional classroom, the use 
of flipped learning in this case could bring benefits 
to the deep learners (Hung, 2014). What is more, 
in exceptional circumstances such as conflicting 
schedules, the exploitation of flipped learning can 
mitigate the worries of missing the lesson content 
(Bergmann & Sams, 2012). 
3.3. Flipped learning helps narrow the teacher-
student power relation
If the teacher is seen as the sole authority in a 
conventional classroom and students are expected to 
do what they are told, the flipped classroom shifts the 
focus of the learning process to the students (Hamdan 
et al., 2013; Honeycutt & Garrett, 2014). In this 
learning approach, students take the responsibility 
for their learning process and reposition themselves 
as key stakeholders. If, in a traditional classroom, the 
teacher is often seen to stand on the stage to give 
lectures and students are observed to sit in rows 
and take notes of the lesson, a more collaborative 
image is attached to flipped learning. In this learning 
approach, students work in vibrant group discussions 
in class time while the teacher walks around and 
offers help where necessary (Hamdan et al., 2013; 
Hung, 2014; Webb et al., 2014). Similarly, students join 
cooperative projects outside class time to accomplish 
the assigned tasks where they develop their ability 
to cooperate with other group members, to reflect 
on, and evaluate the work they have done (Hamdan 
et al., 2013). This image has illustrated the changing 
pattern in teacher-student power distance compared 
to traditional methods. 
4. CHALLENGES OF APPLYING FLIPPED LEARNING 
IN THE VIETNAMESE EFL TERTIARY CONTEXT AND 
RECOMMENDATIONS 
Besides the substantial benefits that flipped learning 
is expected to bring to the Vietnamese EFL tertiary 
classrooms, several challenges may remain, which poses 
the question of how to implement flipped learning in 
the most effective way in our Vietnamese EFL context. 
4.1. Teachers and students’ perceptions towards 
their role in the classroom
The first challenge lies in the Vietnamese EFL teachers 
and students’ perceptions towards their role in the 
classroom. Many of the EFL teachers may not be ready 
for the change in classroom power where students are 
the ones to take charge. In addition, there is a fear of 
riskiness when classroom activities are sometimes out 
of the teacher’s control (Honeycutt & Garrett, 2014). 
This could be the case when a flipped classroom may 
look “messy” when students are discussing vibrantly 
in pairs or groups to solve a problem rather than 
sitting passively in class (Honeycutt & Garrett, 2014, 
p.13). Regarding students, as they have been used to 
learning in the traditional methods for a long time, 
some of them may be unaware of the role they can 
play in the modern classroom. 
4.2. Extra efforts from the teachers 
The second challenge is that opting for flipped 
learning also means more efforts from the teachers 
to deal with new technology and design new lesson 
formats. For one thing, teachers have to update 
themselves with innovative technological tools 
for the new lesson designs, which requires further 
training (Webb et al., 2014). For another thing, 
creating instructional videos might take more time 
than design traditional learning materials (Webb 
et al., 2014). For example, non-flipped teachers 
may merely have to make changes to one or two 
PowerPoint slides if mistakes are detected but flipped 
teachers may have to record the whole video again, 
which is clearly time and energy consuming (Roehl, 
Reddy, & Shannon, 2013, as cited in Webb et al., 2014). 
4.3. Recommendations 
The above-mentioned challenges have raised 
substantial issues to be tackled so that the application 
of flipped learning in the Vietnamese EFL context can 
yield initial progress. Some of the recommendations 
to mitigate those issues are discussed forthcoming. 
First of all, there should be a change in teachers’ 
mindset towards the new role of the students in 
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the classroom. What is more, teachers should not 
merely think about making changes, but they should 
take prompt actions to make the change come true 
(Honeycutt & Garrett, 2014). The changing process 
should take place in various forms such as in the 
lesson planning stage, in the procedures of in-class 
and out-of-class activities as well as be manifested 
in the assessment stages. Teachers should create 
favorable conditions for students to be exposed to 
the new learning methods by means of scaffolding. 
Students should be given the power to control their 
own learning gradually but firmly. This change in 
perspectives is crucial in creating initial successful 
flipping experience for the language class. 
Furthermore, to make flipped lessons a successful 
experience for both the teachers and students, 
instructional videos and other learning materials 
should be well-planned, and made ready at the start 
of the semester (Webb et al., 2014). This can help 
teachers avoid excessive workload and tension during 
the implementation of flipped learning and ensure the 
good quality of the learning materials as well as foster 
students’ positive response towards the approach.
Participating in training workshops on the 
implementation of this learning approach can also 
keep teachers up-to-date with the new technological 
tools that could be applied for their language class. 
In addition, joining research conferences where 
teachers can share their own experience of using 
innovative teaching methods and learn from others 
is another helpful way to help them dig deeper into 
this learning approach and implement it successfully 
in their own classroom practices. Such professional 
development activities are useful for all language 
teachers who want more learning and sharing for the 
improvement of their teaching techniques as well as 
for the successful implementations of new lessons. 
5. CONCLUSION 
The aforementioned discussion has led us to a belief 
that flipped learning could be a promising approach in 
the Vietnamese EFL context. To make flipped learning 
a reality in Vietnamese EFL classrooms, there should be 
a transition period for teachers and students to adopt 
this approach. The adjustment period is necessary for 
teachers’ exposure to this new teaching method as well 
as to allow time for teachers and students to rearrange 
routine classroom practices. As a result, carrying out 
experimental flipped learning to evaluate its strengths 
and drawbacks in our EFL context is a good way to get 
started with this approach. 
In addition, more empirical studies are needed to 
investigate the use of this approach in the Vietnamese 
EFL context as well as offer elaborate guidelines on 
how to successfully implement a flipped EFL class 
in the Vietnamese setting. All things considered, 
embracing flipped learning by fitting it into our 
own context is a good way to help Vietnamese EFL 
teachers make initial progress while applying this 
new teaching model./. 
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