The effect of flipped classroom model on learner autonomy from non-English majored students’ perspectives

Quynh Vu Nhat Tran () and Quy Thi Kim Tran
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Quynh Vu Nhat Tran: FPT Unviersity, Ho Chi Minh City, Vietnam
Quy Thi Kim Tran: Posts and Telecommunications Institute of Technology, Ho Chi Minh City, Vietnam

HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES, 2024, vol. 14, issue 2, 91-104

Abstract: Learner autonomy cultivation has been one of the key considerations of educators. Contributing to this attempt, this qualitative research aims to investigate college students’ perspectives on the application of the flipped classroom model, which was developed to increase autonomous learning during class and beyond. Students are encouraged to finish computer-based activities that provide them with target grammar points and vocabulary prior to class time while teachers will facilitate further learning practices and discussion in the classroom. The data were collected through semi-structured interviews with 19 non-English major students aged 20 and 21 studying at the same institute in Ho Chi Minh City. The results showed that this model has a positive effect on participants’ autonomous learning ability before and after the class sessions because the model creates an interactive learning atmosphere. This paper, in general, can be considered a useful reference for both learners and educators in regard to the applicability of the flipped classroom model to foster students’ autonomous learning and their involvement inside and outside the class.

Keywords: flipped classroom model; learner autonomy; non-English majored; reactive autonomy (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:bjw:socien:v:14:y:2024:i:2:p:91-104

DOI: 10.46223/HCMCOUJS.soci.en.14.2.2735.2024

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