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

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1. INTRODUCTION 
New approaches in language teaching always 
emerge together with the flow of time. With the 
advancement of technology, now teachers and 
learners can adopt innovative learning modes 
besides the traditional chalk-and-talk ones. Among 
the new methods of learning, flipped learning is 
regarded by many educational researchers as an 
evolving approach that changes the concept of 
a traditional classroom (Bergmann & Sams, 2012; 
Hamdan, P. McKnight, K. McKnight, & Arfstrom, 2013; 
Webb, Doman, & Pusey, 2014).
As flipped learning has been proven to work 
successfully in a variety of disciplines in Western 
ÁP DỤNG PHƯƠNG PHÁP 
HỌC ĐẢO NGƯỢC TRONG 
DẠY VÀ HỌC TIẾNG ANH 
Ở VIỆT NAM: LỢI ÍCH VÀ 
THÁCH THỨC BÙI THỊ MINH THU
Học viện Ngân hàng
countries (Hung, 2014; Joanne & Lateef, 2014), the 
desire to investigate the feasibility of flipped learning 
in EFL teaching in Asian contexts has inspired EFL 
researchers to bridge the literature gap. While there 
might be concerns that Asian students’ learning styles 
may not be suitable for flipped learning, the gathered 
data from the recent studies on the issue generally 
portray a positive picture of the application of this 
approach in Asian EFL context (Hung, 2014; Joanne & 
Lateef, 2014; Webb et al., 2014). 
The question that this paper seeks to answer is 
whether the use of flipped learning in an Asian 
expanding circle context like Vietnam is a compatible 
approach. Based on the analysis of relevant readings 
and a consideration of our EFL setting, this paper 
TÓM TẮT
Bài viết này bàn về những lợi ích và thách thức của việc áp dụng phương pháp học đảo ngược trong việc 
dạy tiếng Anh ở Việt Nam qua việc tìm hiểu nguyên tắc hoạt động của phương pháp này cũng như phân 
tích đặc điểm người học Việt Nam. Qua phân tích, phương pháp học đảo ngược có thể mang lại những 
lợi ích cho việc dạy tiếng Anh ở Việt Nam bằng việc tối ưu hóa hiệu quả học tập trên lớp, hỗ trợ việc học 
của từng cá nhân và thu hẹp khoảng cách giữa giáo viên và học sinh. Tuy nhiên, việc áp dụng phương 
pháp này có thể gặp phải những thách thức như làm thế nào để thay đổi tư duy đã tồn tại từ lâu về vai 
trò của giáo viên và học sinh trong lớp học cũng như khối lượng công việc các giáo viên sẽ phải đảm 
nhiệm để thiết kế hệ thống bài giảng mới theo phương pháp đảo ngược. Bài viết kết luận với một vài gợi 
ý hỗ trợ việc bước đầu áp dụng phương pháp này trong việc dạy tiếng Anh tại Việt Nam.
Từ khóa: học đảo ngược, lợi ích, Việt Nam, thách thức, tiếng Anh
34 KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 3 - 9/2016
v PHƯƠNG PHÁP GIẢNG DẠY
argues that flipped learning is a promising approach 
in the Vietnamese EFL context. The paper will 
commence with a description of our EFL context, 
followed by a discussion of the anticipated benefits 
as well as challenges when applying flipped learning 
in Vietnam and be concluded with some solutions to 
tackle the mentioned hindrances. 
2. DESCRIPTION OF CONTEXT
For a long time now, students in Asian countries 
in general, in Vietnam in particular have been 
characterized as being passive receivers of 
knowledge and enthusiastic rote learners (Dang, 
2010). In addition, the role they are supposed to 
take in the learning process is minimal compared 
to the authoritative position of the lecturers (Dang, 
2010; Joanne & Lateef, 2014). The common belief is 
that teachers are the source of information, whose 
knowledge is not supposed to be challenged (Dang, 
2010; Joanne & Lateef, 2014). 
However, this well-assumed learning habit and the 
mentioned teacher-student power distance should 
not be perceived as universal concepts because 
conventional cultural features can gradually fade 
over generations (Joanne & Lateef, 2014). As a result, 
although some features of the Eastern culture and 
of the traditional methods, to a certain extent, still 
persist, these cannot always impede Vietnamese 
students from being active in the learning process 
(Dang, 2010). A study with the participation of 
more than 2,300 students from East Asian countries 
(including Vietnam) indicated that Asian students 
were not fond of passive learning (Littlewood, 
2000). The results also demonstrated that if Asian 
students did show a passive role in the classroom 
as often stated, it should be mainly due to the 
educational settings that they had been and were 
put in (Littlewood, 2000). A student will conform to 
a hierarchal classroom context if he/she is located in 
it and that same person will express himself/herself 
more freely if he/she is situated in a collaborative 
classroom (Dang, 2010). Thus the teacher’ 
appropriate pedagogy plays a big role in helping 
students maximize their role in class. 
Regarding English Language Teaching, the teaching 
and learning of English in Vietnam has experienced 
a shift from the traditional Grammar-Translation 
method to a more Communicative approach (Luu, 
2011). Communicative Language Teaching is the 
apparent trend that many teachers of English are 
adopting. Activities where students have the chance 
to interact with each other are the standards that 
many EFL teachers aim at designing. In addition, the 
role of students has transformed from occupying the 
passive role of doing what the teacher commands 
into becoming the core of the learning process (Luu, 
2011). The purpose of all teachings is to meet the 
learners’ needs and focus on students’ active role to 
reach achievement and success. 
3. BENEFITS OF APPLYING FLIPPED LEARNING FOR 
VIETNAMESE EFL STUDENTS 
Basically, the theoretical underpinnings of flipped 
learning lie in the justifications for not using class 
time to deliver traditional lectures but to focus 
on deeper learning activities (Bergmann & Sams, 
2012; Bishop & Verleger, 2013; Hamdan et al., 2013; 
Honeycutt & Garrett, 2014). With this learning 
approach, simple and basic activities are allocated 
to homework tasks with the aid of technology, 
while deeper learning 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 
36 KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 3 - 9/2016
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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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Vietnam: A discussion from sociocultural perspective. 
English Language Teaching, 3(2), 3-9. 
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