FLIPPED CLASSROOMS AND DIGITAL RESOURCES IN ENGLISH LANGUAGE TEACHING AT DONG NAI TECHNOLOGY UNIVERSITY

Abstract

This study explores the effects of implementing flipped classrooms integrated with digital resources on the English language proficiency of non-English major students at the Dong Nai Technology University. A quasi-experimental mixed-methods approach was employed, involving 80 participants who were divided into control and experimental groups. The experimental group received instruction through the flipped classroom model, which required students to engage with online materials, such as video lectures, interactive exercises, and supplementary digital content prior to in-class sessions. During class time, students participated in various communicative activities, discussions, and collaborative tasks designed to reinforce and apply prelearned materials. The quantitative results demonstrated that students in the flipped classroom group achieved significantly greater improvements in their English proficiency than those in the traditional teaching group. Complementary qualitative data gathered from student interviews and surveys highlighted generally positive attitudes toward the flipped learning model, with students reporting increased motivation, active engagement, and a more autonomous learning experience. However, some students noted challenges related to time management, self-discipline, and preparation. The findings offer practical insights for educators seeking to enhance English language instruction through innovative pedagogical approaches and suggest avenues for future research to address the identified challenges and further optimize flipped classroom implementation.