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Zoom 9 Oral Presentations (30 minutes)
Oct 16, 2020 10:30 AM - Aug 31, 2021 11:00 AM(Asia/Ho_Chi_Minh)
20201016T1030 20201016T1100 Asia/Ho_Chi_Minh The IMPACTS of the FLIPPED CLASSROOM MODEL on TEACHING IELTS WRITING SKILLS

This is a small-scale-qualitative-research in a private educational context in Vietnam which aims to investigate the effectiveness of the flipped classroom model as an innovative approach to preparing students for the IELTS Writing test. Previously, the lion's share of the teaching time was used to deliver the content of the lesson, and only a small amount of time was dedicated to practice and discussion. The learners had low engagement levels, and their performance progressed negligibly. This innovation was intended to combat the problems of time constraints and students' disengagement in teaching IELTS writing by partly flipping the class. This meant that the learning of simple language items was shifted home for the students to self-study in advance while the main lesson including more difficult language knowledge was still delivered by the teacher, and therefore, more time can be utilized for practice and interaction in class. This model has shown to allow the teacher to tackle knowledge at a much deeper level and increase the students' engagement significantly. As the students had to study part of the lecture beforehand, they were more likely to engage in the discussion about what they had already been familiar with. Not only did this distribution of tasks increase students' sense of achievement as they were given doable tasks at home, but it also helped the teacher save valuable time to cater to individual student's needs and target more complex language items that could hardly be addressed in a normal class.

Zoom 9 VietTESOL International Convention 2021 convention@viettesol.org

This is a small-scale-qualitative-research in a private educational context in Vietnam which aims to investigate the effectiveness of the flipped classroom model as an innovative approach to preparing students for the IELTS Writing test. Previously, the lion's share of the teaching time was used to deliver the content of the lesson, and only a small amount of time was dedicated to practice and discussion. The learners had low engagement levels, and their performance progressed negligibly. This innovation was intended to combat the problems of time constraints and students' disengagement in teaching IELTS writing by partly flipping the class. This meant that the learning of simple language items was shifted home for the students to self-study in advance while the main lesson including more difficult language knowledge was still delivered by the teacher, and therefore, more time can be utilized for practice and interaction in class. This model has shown to allow the teacher to tackle knowledge at a much deeper level and increase the students' engagement significantly. As the students had to study part of the lecture beforehand, they were more likely to engage in the discussion about what they had already been familiar with. Not only did this distribution of tasks increase students' sense of achievement as they were given doable tasks at home, but it also helped the teacher save valuable time to cater to individual student's needs and target more complex language items that could hardly be addressed in a normal class.

Head Teacher
,
IELTS NHUNG TRAN
ULIS
,
ULIS_VNU
Lecturer
,
University of Foreign Language Studies
Trainer
,
TESLA
Mrs. My Tran
English Teacher
,
Bac Lieu High School
Ms. Phuong Hoang
Visiting Teacher
,
Distance Education Center - Hanoi University
Teacher
,
Phan Chu Trinh High School
Ms. Tra Ngo
Student
,
Ho Chi Minh City University of Law
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