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Description
The flipped classroom has increasingly become popular in education due to its potential to enhance student learning autonomy while maximizing classroom time for practical activities. This report presents the study of students’ perspectives on the effectiveness of the flipped classroom model applied to an Interpreting course at Vinh University. Surveys and classroom observations were used to gather information about students' attitudes, levels of involvement, and performance. The findings indicate that students generally viewed flipped interpreting classrooms favorably. While some aspects still require close attention, the flipped classroom approach was remarked as a viable teaching strategy for interpreter education. It significantly improved student engagement, fostered a deeper understanding of course material, and enhanced practical interpreting skills. Additionally, it developed their higher-order thinking skills and improved their psychological quality and adaptability. The results also suggest broader pedagogical implications for educators to effectively implement the flipped classroom model in interpreting teaching.
