EXPLORING ENGLISH PEDAGOGY STUDENTS’ LEARNING PERFORMANCE AND SELF-LEARNING ABILITY IN THE FLIPPED CLASSROOM

Tóm tắt

This study explores the learning performance improvement and self-learning ability among third-year English pedagogy students while taking part in flipped classroom model, in the course “Applying Information Technology in Teaching English” at Hai Phong University. Using a quasi-experimental design, one group experienced flipped instruction while another followed traditional teaching methods. Data were collected through pre- and post-tests, self-learning ability scales, classroom observations and interviews to examine both academic performance and learning attitudes. The results of this research reveal that the students in the flipped classroom performed better than their peers in lesson comprehension, learning engagement, and autonomy, and show the students’ strong points and weak points in self-learning capacity in the flipped classroom. The study contributes to the growing body of research on innovative teaching methods in language teacher education and provides practical recommendations for integrating flipped classrooms into English teaching programs to improve both teaching quality and students’ self-directed learning skills.