VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - LÊ THỊ THU PHƢƠNG A STUDY ON TEACHING GRAMMAR WITH THE USE OF “FLIP TEACHING” TO CHILDTEN AT POPODOO ENGLISH CENTER (Nghiên cứu dạy ngữ pháp áp dụng phƣơng pháp Flip Teaching cho trẻ em Trung tâm Anh ngữ PoPoDoo) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2017 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - LÊ THỊ THU PHƢƠNG A STUDY ON TEACHING GRAMMAR WITH THE USE OF “FLIP TEACHING” TO CHILDTEN AT POPODOO ENGLISH CENTER (Nghiên cứu dạy ngữ pháp áp dụng phƣơng pháp Flip Teaching cho trẻ em Trung tâm Anh ngữ PoPoDoo) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr Tô Thi Thu Hƣơng ̣ HANOI - 2017 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled: “A study on teaching grammar with the use of “Flipped teaching” to children at PoPoDoo English Center” submitted in partially fulfillment of the requirements for the degree of MA in English Language Teaching Methodology Except where the reference is indicated, no other person‘s work has been used without due acknowledgement in the text of the thesis Hanoi, 2017 Lê Thi Thu Phƣơng ̣ i ACKNOWLEDGEMENTS My thesis cannot be successfully completed without dedicated instructions and assistance of several people as follows: My first sincere thanks should be given to Dr To Thi Thu Huong, my instructor She was unfailingly available for my questions and concerns, and always ready with thoughtful suggestions and valuable insights With her special expertise, she provided me with extensive advice, encouragement, and careful guidance I wish to acknowledge the support of all students in Dolphin and Penguin classes at PoPoDoo English Center for their continuous cooperation With their enthusiastic participation, I was able to carry out my study Lastly, I am greatful to all of my friends who continuously support me in searching for ideas and necessary materials for the research ii ABSTRACT This action research is aimed to investigate the effects of flipped teaching method on the students‘ grammatical competence and motivation for learning English grammar Twenty four students aged from to 10 at PoPoDoo English Center were chosen to take part in the research The initial observation before the research period showed that the students‘ poor grammatical competence and low motivation in learning grammar may be attributed to their exposure of uninteresting traditional way of presenting grammar in the class A plan of action using flipped teaching was implemented to motivate and improve students‘ English grammar learning By the analysis of data from observation, a pretest and a post test, an interview, the researcher could confirm the situation from the finding of the pre-data and collect the results of the treatment by comparing it with the data collected by means of post-data collection instruments The analysis revealed that the use of flipped teaching in English grammar teaching did improve not only their grammatical competence (measured by the pre- and post tests) but also their attitudes towards learning English grammar iii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY……………………………………………… i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS vi LIST OF TABLES vii LISTS OF FIGURES viii PART A INTRODUCTION 1 Rationale Aims and research questions of the study Significance of the study Scope of the study Overview of the thesis PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Theoretical background 1.1.1 Grammar and grammatical competence 1.1.2 Blended instruction 1.1.2.1 Notions of blended instruction 1.1.2.2 Models of blended learning 1.1.3 Motivation 1.1.3.1 Definition of motivation 1.1.3.2 Types of motivation 1.1.3.3 Roles of motivation in teaching and learning a language 1.1.4 Flipped teaching 1.1.4.1 Definition of flipped teaching 1.1.4.2 Model of flipped teaching 10 1.1.4.3 Traditional and flipped teaching 11 iv 1.2 Previous studies 12 1.3 Summary 15 CHAPTER 2: METHODOLOGY 16 2.1 Rationale for choosing action research 16 2 Procedure 17 Subjects of the study 18 2.4 Data collection instruments 19 2.5 A Summary of data collection procedure 20 CHAPTER 3: FINDINGS AND DISCUSSION 22 Data from observation 22 Data from tests 23 3.2.1 Data from pre-test 23 Table 1: Results on spoken test (pre-test) 26 3.2.2 Data from post-test 26 3.3 Summary of findings 29 3.5 Implications for teaching 29 PART C: CONCLUSION 32 A summary 32 Limitations 33 Suggestions for further study 33 APPENDIX I v LIST OF ABBREVIATIONS EFL: English as a Foreign Language ELT: English Language Teaching SLA:Second Language Acquisition vi LIST OF TABLES Table 1: Results on spoken test (pre-test) Table 2: Results on the spoken test (post-test) Table 3: Students‘ responses to the flipped teaching vii LISTS OF FIGURES Figure 1: Blended learning/ Flipped teaching Figure 2: Models of blended learning Figure 3: Key elements of a flipped classroom Figure 4: Differences between traditional and flipped teaching Figure 5: Action research cycle Figure 6: Number of students did not watch videos at home Figure 7: Students‘ written pre-test results Figure 8: The student‘s results in the post-test Figure 9: Comparison of students‘ results in the pre and post-test viii REFERENCES Başal, A (2012) The Use of Flipped Classroom in Foreign Language Teaching The 3rd Black Sea ELT Conference “Technology: a bridge to Language Learning”, 8-12 Retrieved from http://ydyo.omu.edu.tr/files/ydyo/files/Book%20of%20Proceedings(1).pdf Baker, J W (2011) The origins of “The Classroom Flip” Unpublished manuscript, Department of Media & Applied Communications, Cedarville University, Cedarville, OH Bergmann, J & Sams, A (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day Washington, DC: International Society for Technology in Education Brame, C (2013) Flipping the classroom Center for Teaching, Vanderbilt University Retrieved 3rd September from http://cft.vanderbilt.edu/guides-subpages/flipping-the-classroom/ Cameron, J., & Pierce, W D (1994) Reinforcement, Reward, and Intrinsic Motivation: A meta-analysis Review of Educational Research, 64, 363-423 Cascaval, R C., Fogler, K A., Abrams, G D., & Durham, R L (2008) Evaluating the benefits of providing archived online lectures to in-class math students Journal of Asynchronous Learning Networks, 12(3-4), 61-70 Cohen, Louis & Manion, Lawrence (1980) Research methods in education London: Croom Helm Cook, V (2000) Linguistics and Second Language Acquisition Beijing: Foreign Díaz-Rico, L T & Weed, K Z (2010) The crosscultural, language, and academic development handbook: A complete K-12 reference guide (4th ed.) Boston: Allyn & Bacon Dill, E M (2012) The impact of flip teaching on student homework completion, behavior, engagement, and proficiency Completed to meet the requirements of 34 University of New England MS Ed Program Retrieved from https://www.lessonpaths.com/learn/mmHosted/64517 Ellis, R (1994) The Study of Second Language Acquisition Oxford: Oxford University Press Gao, C Z (2001) Second language learning and the teaching of grammar Education, 2, 326- 336 Garrison, D.R & Kanuka, H (2004) Blended Learning: Uncovering Its Transformative Potential in Higher Education Internet and Higher Education, 7(2), 95-105 Retrieved from http://www.anitacrawley.net/Resources/Articles/GarrisonKanuka2004.pdf Gibbs, D (1995) The Society for Research into Higher Education and Open University press Celtic Court, Bukingham George-Palilonis, J., & Filak, V (2009) Blended learning in the visual communications classroom: Student reflections on a multimedia course Electronic Journal of e-Learning, 7(3), 247-256 Hwang, W (2011) The effects of pre-reading and sharing mechanisms on learning with the use of annotations Turkish Online Journal of Educational Technology, 10(2), 234-249 Johnstone, K (1999) Research on language learning and teaching: 1997-1998 Language Learning London: Routledge Kemmis, S., & McTaggart, R (1982) The Action Research Planner Victoria, Australia: Deakin University Press Lage, M J., Platt, G J., & Treglia, M (2000) Inverting the classroom: A gateway to creating an inclusive learning environment The Journal of Economic Education, 31(1), 30-43 35 Martin, A.J (2003) How to motivate your child for school and beyond Sydney: Bantam Mc Bride, R & Schostak, J (1989) Action research Retrieved from http://www.enquirylearning.net/ELU/Issues/Research/Res1Ch4.html Mousel, A (2013) Flipping the High School Mathematics Classroom Studies in Teaching 2013 Research Digest, 61-66 Retrieved from http://files.eric.ed.gov/fulltext/ED543854.pdf Nicolosi, A (2012) Grammar Lessons with the Flipped Classroom Method The 3rd Black Sea ELT Conference “Technology: a bridge to Language Learning”, 13-17 Retrieved from http://ydyo.omu.edu.tr/files/ydyo/files/Book%20of%20Proceedings(1).pdf Nunan (1992) Research methods in language learning Cambridge University Press Orwig, Carol J (1999) Guidelines for a Language and Culture Learning Program Retrieved February 6th, 2014 from http://www- 01.sil.org/lingualinks/languagelearning/OtherResources/GudlnsFrALnggAndCltrLr nngPrgrm/contents.htm Pacansky-Brock, M (2012) Best practices for teaching with emerging technologies Londo, UK: Routledge Penny Ur (1991) A course in Language Teaching Edinburgh: Cambridge University Press Ryan, R M., & Deci, E L (2000) ―Intrinsic and Extrinsic Motivations: Classic definitions and new directions‖ Contemporary Educational Psychology, 25, pp 54-67 Strayer, J F (2007) The effect of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system (Unpublished doctoral dissertation) Ohio State 36 University Retrieved from http://etd.ohiolink.edu/view.cgi?acc_num=osu1189523914 Strayer, J (2009) Inverting the classroom: A study of the learning environment when an intelligent tutoring system is used to help students learn Lightning Source Incorporated Watts, H (1985) When Teachers are Researchers, Teaching Improves Journal of Staff Development, (2), 118-127 Wisker, G (2001) The postgraduate research handbook: Succeed with your MA, MPhil, EdD and PhD Basingstoke: Palgrave Macmillan Wolk, R A (2011) Wasting minds: why our education system is failing and what we can about it Alexandria, VA: ASCD Woodall, D (2012) Blended Learning Strategies: Selecting the Best Instructional Method Retrieved from http://www.skillsoft.com/assets/whitepapers/blended_learning_strategies_wp.pdf http://www.christenseninstitute.org/blended-learning-definitions-and-models/ http://www.greeleyschools.org/Page/13456 37 APPENDIX OBSERVATION SHEET Observer: ……………………… Class: ………………… Lesson:………………… This class observation is designed for my study “A study on teaching grammar with the use of flipped teaching to students from to 10 years old at PoPoDoo English Center” For each criterium, the researcher ticks (v) into the column with the corresponding mark from the lowest mark (mark 1) to the highest mark (mark 4) 1: Strongly disagree Disagree Agree No Criteria / mark Strongly agree 1 They watch the videos before the class They are involved in follow-up activities The class atmosphere is motivating Students can apply grammar (in videos) in class practice Notes Problems: …… …………………………………………………………………………………… ………………………………………… I APPENDIX ENGLISH TEST (PRE-TEST) Full name: ………………… Class: ………… Time allowed: 30 minutes PART A: WRITTEN TEST (10 PTS) I Choose the best answers I and my friend ……… in the garden now A.is B.am C are I have one………and one ……… A sister - brother B brothers - sister C sisters - brother He ……… badminton on Sunday morning A plays B play C playing Lily has a hat ……… hat is red A Her B His C My Marie ……… in the living room now A isn‘t B aren‘t C.am not How many tables ……… in your classroom? A are there B.is there C there are Let‘s draw five stars ……… the table A on B.in C under B are not C am not He ……… eight years old A is not ……… pencils are black ……… pencils are yellow A These/ Those B This/ That II C These/ That 10 Lara ……… at seven o‘clock A get up B gets up C getting up II Rearrange these following words to make sentences How many / students/ your/ class/ are/ there/ in? ……………………………………… She/ to/ goes/ school/ the/ at/ 7am ……………………………………… I/ see/ kites/ beautiful/ in/ sky/ the ……………………………………… These/ oranges/ and/ are/ those/ are/ apples ……………………………………… I/ not/ a/ am/ doctor ………………………………… III Underline the mistakes and correct the sentences: I have 10 red pencil ……………………………… There is twenty - two students in my class ……………………………… How many books is there in your schoolbag? ……………………………… They often plays football after school ……………………………… She has some books Her‘s book are on the table ……………………………… III PART B: SPEAKING TEST Question 1: What’s your name? Question 2: Count and tell me Question 3: Look at the pictures and say sentences about it One affirmative, one negative Doctor Nurse Question 4: Answer my question “Where is the dog?” IV Question 5: Answer my question “Where is the picture?” Question 6: Answer my question “How many eggs are there in the basket?” Question 7: Point and talk about the picture using “This/ That/ These/ Those” V Question 8: Pretend to be the girl and say: Question 9: Use present simple to describe the picture Question 10: Use present simple to describe the picture VI APPENDIX ENGLISH TEST (POST-TEST) Full name: ………………… Class: ………… Time allowed: 30 minutes PART A: WRITTEN TEST (10 PTS) I Choose the best answer She ………… a beautiful girl A is B am C are 2.I have some ………… and some ………… A rulers - pencil B ruler - pencil C rulers - pencils My mother ………… in the kitchen A cook B cooking C cooks 4.I have a red pencil ………… pencil is in the pencilbox A Mine C My‘s B My 5.The students ………… in the classroom A isn‘t B aren‘t C am not How many strawberries ………… on the table? A there are B is there C are there There is an oven ………… the kitchen A on B in C under My students ………… nine years old They are eight A is not B are not C am not ………… girl is short …………girl is tall A This/ Those B This/ That VII C Those/ That 10 After dinner, they ………… television or ………… computer games A watch/ play B watchs/ play C watch/plays III Rearrange these following words to make meaningful sentences: How many/ there/ are/ people/ your/ family? ……………………………………… There/ 4/ people/ in/ are/ my/ family ……………………………………… I/ my brother/ watch/ TV/ 7pm/ at/ and ……………………………………… I/ see/ under / a/ cat/ small/ the/ chair ……………………………………… This/ is/ her/ Lan/ and/ that/ is/ teacher ……………………………………… 10 They/not/ are/students ……………………………………… III Underline the mistakes and correct the sentences: I have one sisters ………………………… There are an apple on the table ………………………… How many boy are there in your class? ………………………… She often go swimming in the summer ………………………… 10 This is Peter and that is his‘s brother ………………………… VIII PART B: SPEAKING TEST Question 1: What’s your name? Question 2: Count and tell me Question 3: Look at the pictures and say sentences about it One affirmative, one negative Chair Table Question 4: Answer my question “Where is the ball?” IX Question 5: Answer my question “Where is the girl?” Question 6: Answer my question “How many balloons are there?” Question 7: Point and talk about the picture using “This/ That/ These/ Those” X Question 8: Pretend to be the boy and say: Question 9: Use present simple to describe the picture Question 10: Use present simple to describe the picture XI ... Roles of motivation in teaching and learning a language There are three main factors which influence the teaching- learning a language They are age, personality, and motivation Cook (2000) emphasizes... emphasizes that among the three, motivation is the most significant in second language acquisition (SLA) and naturally, in language leaning In conclusion, the learning motivation is personal and comes... competence is raised It is one of the four areas of the communicative competence theory claimed by Canale and Swain (as cited in Gao, 2001) The teaching and learning of grammar in a language aims to develop