Applying technology combining with “Flipped learning” approach in teaching with academic credit-based training system in A1 English department

s, training.
* Vice Dean of B English Department,
 Hanoi University of Business and Technology
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lecturers and students consumes about 
90% of the total time in teaching and 
learning process in a class, and there are 
only 10% of the remaining time spent for 
students to practice.
The above procedure of teaching and 
learning will make students to be passive. 
It will be difficult for them to promote 
creative thinking. Students can hardly 
listen to lectures, reflect them, imagine, 
or try to think of the ways to apply the 
knowledge they are learning at the same 
time. When students listen to lectures, it 
seems that they will fall into a state of 
“low level thinking”. 
The reason for this is if students think 
deeply about the first content of the lecture 
that their lecturer is presenting, imagining 
or visualizing in the direction they wish to 
apply immediately what they have learnt 
from that lecture to practice or deal with 
difficult exercises in class, they will miss 
the teaching contents the lecturer presents 
after that. Thus, students cannot perform 
the two activities at the same time: having 
analytical thinking while listening to their 
lecturers. 
By conducting researches and 
consulting experiments from domestic and 
foreign higher education institutions, we 
assume that Flipped Learning approach can 
be a good solution for the above problems 
so that students will have time to reflect 
deeply of the knowledge they learnt to 
apply; practice a lot to achieve proficiency; 
or have much time to discuss with lecturers 
and friends to deepen understanding in 
class time. As the key point of this method 
is to increase time for students to deeply 
reflect (high level thinking), apply to 
practice, and reduce the time of passive 
learning (low level thinking) when they 
receive lectures in classroom.
b. Flipped Learning approach – 
Invert the traditional teaching procedure 
The Vietnamese meaning of the word 
flip is invert - đảo ngược, and learning is 
studying - học. Thus, Flipped Learning 
means inverting the conventional procedure 
of classroom-based learning. In which, the 
task of listening to lectures and learning 
material will be done at home, before class, 
and the tasks of practicing, applying and 
doing exercises or homework to deepen 
understanding will be done in class time. 
The procedure sounds to be strange as 
the purpose of the fact that students go to 
university is to listen to lectures, not to do 
exercises or homework. If they go to class 
just for doing exercises or homework, then 
there is no need of a lecturer. In contrast, if 
students study theory or learning material 
at home, who will teach them then?
Many years ago, this approach seemed 
to be difficult to put into practice. However, 
with the current web 4.0 technology era, 
it has become really suitable to apply the 
approach in teaching and learning.
The processes of applying Flipped 
Learning approach are as follows:
Lecturers will record their lectures 
by making video clips using powerpoint 
application, using tools to help preparing 
lessons or participating in online training 
portals..., to upload lectures online and copy 
the links to send to their students. (Useful 
tips on making video clips of lectures 
can be found on Youtube). Students will 
use this video content to study at home 
anywhen or anywhere they like, in their 
free time. For difficult learning contents, 
students cannot understand event thought 
they have watched again and again, they 
will note down as questions to ask their 
lecturers to explain and clarify those 
problems later when they go to class.
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Thus, the really tasks for both 
teachers and students to do in classroom 
time will be answering questions asked 
by students, clearing up all students’ 
queries about the lectures and clarifying 
the things which are difficult for them 
to understand; lecturers will guide their 
students to deepen their knowledge; 
students will perform appropriate pair 
and group activities as well as spend more 
time in practicing, discussing, reflecting 
and applying things they learnt to the 
language skills of listening, speaking, 
reading and writing
3. Applying technology in learning
In the web 4.0 technology era, using 
the Internet as a means of teaching 
and learning is practical and feasible. 
Students are able to not only watch 
lectures but also do their homework or 
assignments at home then submit them 
to their lecturers via the Internet ... 
Lecturers can create groups of classes 
on Facebook or Zalo so that it is easy 
for them to exchange information and/
or deliver assignments to their students. 
Lecturers can also ask their students to 
practice language skills individually, in 
pairs or groups then make video clips of 
the output products and send them via the 
Internet to their lecturers or post them on 
their class groups on the web.
Such assigning and submitting 
assignments online can help lecturers and 
students to interact better, to be closer 
and more friendly. Lecturers can control 
students’ learning more easily, and students 
are more active, more self-conscious and 
more diligent. It is obviously that when 
filming clips of the output products after 
practicing skills as required to send to 
lecturers and friends, students will have 
to perform it time after time to choose 
the best ones to send. Performing again 
and again to get the best ones will help 
students to remember the lesson longer, 
more smoothly and more confidently 
especially in speaking skills.
4. Some advantages and 
disadvantages in applying Flipped 
Learning approach
a) Some advantages
- Flipped Learning allocates the time 
clearly. In which, the classroom time are 
used for interacting, practicing, reviewing, 
answering questions, and deepen 
knowledge. It will not be included time for 
learning material or listening to lecturers as 
in traditional approaches. It allows students 
to reduce the time spending on learning 
concepts, which are easy for students to 
understand, and increase the time spending 
on more complicated issues, that need to 
be reflected deeply. This is due to the fact 
that sometimes it is difficult for lecturers 
to determine exactly which concepts are 
easy for students to understand and which 
ones are more difficult for them to grasp. 
Sometimes, due to their perceived or 
subjective reasoning, the lecturers explain 
carefully a concept to this group of students, 
but accidentally waste the time of other 
groups of students because the English level 
and perceiving level of students in each 
group, each class are not the same. Then 
the solution for this is students rewind the 
available videos to review the part(s) they 
have not understood.
- Teachers will have more time in the 
classroom to help students who are not 
good at English to be better;
- Students can download video clips 
of lectures to their computers, iPads or 
smartphones to watch when they are 
offline and rewind the things that they 
have not understood;
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- Students will not be worried about 
missing lectures, because lectures are 
available for them to watch in any time 
when they are free; 
- Both lecturers and students have more 
time for classroom activities, focusing on 
comprehensive development of all four 
skills listening, speaking, reading and 
writing;
- Lecturers can check whether 
students watch their lectures or not;
- The greatest benefit in applying the 
Flipped Learning approach compared to 
the traditional learning approach is that 
the time spent in class and at home is used 
much more effectively than ever before;
- Finally, with Flipped Learning 
approach, students can fully understand 
what their lecturer teaches in class. They 
can also ask in-depth questions about the 
knowledge they learnt. This is because 
they have time to reflect, to understand the 
problem well before asking questions, to 
help them be more active in learning. This 
is not possible in traditional classrooms, 
because when listening to a lecture for the 
first time, students can not fully understand 
the learning content; there is not enough 
time to ask and answer questions on the 
next day because it is the time for new 
lessons.
b. Some disadvantages and proposals
- One of the biggest challenges 
that prevents the development of the 
Flipped Learning model in A1 English 
Department is that there has not been 
effective classroom management tools 
for lecturers.
In order to implement this teaching 
and learning approach, lecturers are not 
merely uploading videos to websites such 
as YouTube, Facebook or Twitter, but 
more importantly, they need to manage 
students’ learning status and interact 
with students. It is necessary for lecturers 
to have a tool, an online website which 
provides features that allow teachers to 
freely post lectures online, and manage 
students’ learning effectively.
Creating such a website is beyond 
the ability of the A1 English Department. 
Therefore, it is necessary to have 
technical support as well as funding 
from the Board of Management of Hanoi 
University of Business and Technology 
to be able to apply the Flipped Learning 
approach in practice.
- Asking students to record the 
assignment clips and send them online 
to the lecturers, the lecturers will have to 
spend time to watch the clips to find out 
the students’ strengths and weaknesses 
then send feedback to each student to 
help them to improve. It will consume a 
lot of time and effort of lecturers in doing 
these tasks. The lecturers’ working time 
is not only limited during class time, but 
will be anytime and anywhere. This will 
affect the lives of lecturers. Therefore, it 
is necessary to have financial incentives 
or support for lecturers to be more 
motivated, more devoted when applying 
this teaching approach.
- After students submit their 
assignments, lecturers will choose some 
clips with typical errors shown in class 
or choose the best video clips to show 
to discuss and comment to help the 
poor students to improve; motivate and 
encourage the good students to do better 
jobs. In order to do this, it is necessary to 
have an Internet connection to download 
clips to show in classroom. However, all 
classrooms used for teaching and learning 
English at Hanoi University of Business 
and Technology are having no Internet 
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access, both with cables or wireless. It is 
impossible to use technology combined 
with Flipped Learning approach in such 
classroom conditions. Therefore, it is in 
need of support from the university to 
install the Internet network for English 
classrooms to be able to implement the 
approach.
5. Conclusion
Although the Flipped Learning 
approach has not been popular in 
Vietnam, it has only been applied at 
a few universities or training centers, 
such as FPT University, Apolo English 
Language Center, ... it has been applied 
in many advanced countries in the world, 
especially in the US or South Korea 
and shown positive results in terms of 
practical applications. With such potential 
of Flipped Learning approach, the A1 
English Department hopes to apply 
successfully this in teaching and learning 
to help students achieve the desired level 
of English.
References
1. Berret, D (2012). How ‘Flipping’ the classroom can improve the traditional 
lecture. Chronicle of Higher Education.  
the-Classroom/130857/
2. Brame, C.(2013). Flipping the Classroom. http.//cft.vanderbilt.edu/
teachingguides/teaching-activities/flipping-theclassroom/
3. ThS. Chung Thị Vân Anh (2018). Phương pháp “Lớp học đảo ngược”. bvu.
edu.vn>web>gtsd>Phuong-phap-lop-hoc-dao-nguoc-
4. ThS. Nguyễn Đăng Bắc (2014). Áp dụng mô hình “Lớp học đảo ngược” – 
“Flipped Classroom” – nhằm mục đích bồi dưỡng năng lực người học. https.//omt.vn 
> mo-hinh-flipped-classroom-lop-hoc-dao-nguoc-thay-doi-c 6], Sams A. & Bergmann 
J. (2013). Flip your students’learning.www.ascd.org
5. Mô hình Flipped Classroom thay đổi cách tiếp cận giáo dục. https://omt.vn > 
mo-hinh-flipped-classroom-lop-hoc-dao-nguoc-thay-doi-c
6. Tô Thị Diễm Quyên. Lớp học đảo ngược. https://vnexpress.net > giao-duc > 
lop-hoc-dao-nguoc- 3141727
7. Flipped learning. https://www.heacademy.ac.uk/knowledge-hub/flipped-learning-0
8. Crouch, C.H. and Mazur, E. (2001) Peer Instruction: Ten Years of Experience 
and Results. American Journal of Physics. 69, 970–7.
9. Baker, J. W. (2000) The “Classroom Flip”: Using Web Course Management 
Tools to Become the Guide on the Side. In: the 11th International Conference on 
College Teaching and Learning: Jacksonville, Florida.
ÁP DỤNG CÔNG NGHỆ KẾT HỢP PHƯƠNG PHÁP “FLIPPED LEARNING”
TRONG GIẢNG DẠY THEO TÍN CHỈ TẠI KHOA TIẾNG ANH A1
ThS. Đào Thị Thu Nga *
Chuyển sang đào tạo theo hệ thống 
tín chỉ (TC) ở trường Đại học Kinh doanh 
và Công nghệ Hà Nội (HUBT) kéo theo 
việc cắt giảm thời lượng học tiếng Anh 
VẤN ĐỀ HÔM NAY
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Kinh doanh và Công nghệ
No 05E/2019
* Phó Chủ nhiệm khoa Tiếng Anh B
 Trường ĐH KD&CN Hà Nội
Ngày nhận bài: 15/10/2019
của sinh viên từ 36 TC xuống còn 20 TC, 
học trong 2 năm cho cả 3 khoa tiếng Anh 
A1, A2 và B1 và sinh viên phải đạt được 
trình độ tiếng Anh tương ứng A1, A2 
và B1 theo khung tham chiếu của Châu 
Âu. Khoa Tiếng Anh A1 dự kiến đề xuất 
áp dụng công nghệ kết hợp với phương 
pháp Flipped Learning trong giảng dạy. 
tiếng Anh cho sinh viên K24. Quy trình 
áp dụng phương pháp Flipped Learning 
diễn ra như sau: Giảng viên sẽ thu bài 
giảng bằng cách quay video clips, sử 
dụng powerpoint, công cụ hỗ trợ soạn 
thảo bài giảng hoặc tham gia vào các 
cổng đào tạo trực tuyến, tải bài giảng 
lên mạng và gửi link cho sinh viên. (tất 
cả những thủ thuật về tạo video clips bài 
giảng đều có thể tìm được trên Youtube). 
Sinh viên sẽ sử dụng nội dung video này 
để học tại nhà hoặc bất cứ đâu, vào lúc 
thời gian rảnh rỗi. Phần nào khó, xem đi 
xem lại vẫn chưa hiểu, sinh viên sẽ ghi 
lại, đặt thành câu hỏi, khi lên lớp sẽ yêu 
cầu giảng viên giải thích, làm rõ hơn các 
vấn đề thắc mắc đó. Tuy phương pháp 
Flipped Learning chưa phổ biến tại Việt 
Nam nhưng đã có mặt tại nhiều nước 
tiên tiến trên thế giới. Với tiềm năng như 
vậy của Flipped Learning, Khoa Tiếng 
Anh A1 hy vọng sẽ thành công khi áp 
dụng phương pháp này trong dạy và học 
nhằm giúp sinh viên đạt được trình độ 
như mong muốn. 
Từ khoá: phương pháp, tín chỉ, đào tạo