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INCORPORATING THE FLIPPED CLASSROOM MODEL IN AN ESP CLASS: A QUANTITATIVE STUDY

  • 31/03/2022
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THIS PAPER REPORTED ON AN ESP COURSE APPLYING THE FLIPPED CLASSROOM MODEL AS OUT-OF-CLASS ACTIVITIES AND BRAIN-BASED TEACHING FOR IN-CLASS IN A VIETNAMESE ESP MODULE. THE STUDY AIMED AT (1) EXPLORING THE BENEFICIAL IMPACTS OF THIS INSTRUCTIONAL COMBINATION TOWARDS LEARNERS’ PERCEIVED ACADEMIC PERFORMANCE AND (2) INVESTIGATING LEARNERS’ PERCEPTIONS TOWARDS THIS SUGGESTED MODEL. FORTY JUNIOR STUDENTS AT BANKING UNIVERSITY, VIETNAM PARTICIPATED IN THE EXPERIMENTAL STUDY FROM FEBRUARY TO MAY OF 2017-2018 ACADEMIC YEAR. QUANTITATIVE DATA WERE COLLECTED THROUGH QUESTIONNAIRES AND PRE/POST – TESTS COMPARISON. DATA ANALYSIS REVEALED THAT THIS MODEL COULD NOT ONLY IMPROVE LEARNERS’ ACADEMIC ACHIEVEMENTS BUT ALSO BRING ABOUT POSITIVE ATTITUDES (ENHANCED CONFIDENCE AND ENGAGEMENT) TOWARDS THE ESP TRAINING PROCESS. 2019 ASIAN EFL JOURNAL PRESS. ALL RIGHTS RESERVED.

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