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Description
This study explores the impact of the flipped classroom model on teaching "Phonetics and Phonology" course to second-year English majors at Vinh University. The research investigates whether this instructional approach can enhance learners' autonomy, improve interaction during class meetings, and boost performance in quizzes. Using both qualitative and quantitative methods, the study involved 331 students who were divided into an experimental group and a control group. The findings indicate that the flipped classroom model significantly improved learners' autonomy, facilitated greater interaction during class meetings, and led to better quiz performance among the experimental group compared to the control group. These results suggest that the flipped classroom model is an effective pedagogical strategy for increasing student engagement and academic success in phonetics and phonology.
