Speaker
Description
Globally, EFL teachers are making their efforts to apply the flipped classroom (FC) model as one of the technological innovations in improving the quality of language teaching and learning. This model aims to provide lectures outside of the classroom, while assignments with concepts are provided inside the classroom through learning activities (Clark, 2013) in order to foster classroom interaction by integrating student-centered learning approach into the teaching-learning process. FC model has been applied in teaching languages worldwide; however, the teachers’ perceptions towards using videos as lectures to teach speaking skills at tertiary level in Vietnamese context is still marginalized. This study tries to investigate how FC is perceived, spread out, and applied to foster classroom interaction in teaching speaking in tertiary Vietnamese context. Data were collected from questionnaires and in-depth interviews with 15 English lecturers and 03 of them respectively. The findings revealed that the teachers’ responses were quite various although they highly appreciated the necessity of using FC model in teaching speaking. The majority of the respondents was in favor of using the FC to facilitate the students’ engagement and participation while some others were not in favor of this model due to overloaded responsibilities and tasks. From the findings, some implications and recommendations were added. This research is significant not only in understanding teachers’ perceptions toward the necessity of using FC to promote classroom interaction but in seeking better speaking teaching outcomes as well.
