APPLYING FLIPPED APPROACH IN AN ENGLISH – VIETNAMESE TRANSLATION CLASSROOM AT HO CHI MINH CITY INDUSTRY AND TRADE COLLEGE

Abstract

Translation competence is seen as one of the essential language skills in learning English. However, traditional methods of lecture-based teaching are still pervasive in many translation courses in Vietnamese universities and colleges, which allegedly leads to ineffective learning and practicing. This study presented the characteristics and classroom operation of flipped approach, which is considered as alternative, practical and efficacious way to facilitate learners in developing basic translation skills, namely reading comprehension, researching, analyzing, and composing. It also aimed at exploring how the use of flipped approach affected the translation skills and the perceptions of 60 third year English- majors in a flipped translation classroom at Ho Chi Minh City Industry and Trade College. The results from the pretest, post-test, and a questionnaire revealed that the participants in the experimental group performed better than those in the control group in the post-test, and the participants in the experimental group expressed positive perceptions toward motivation, effectiveness, engagement, and satisfaction in the flipped translation classroom. The study also indicated that flipped approach enabled the students to perceive the importance of self-study, cooperative participating in the group, and active learning in the classroom in order to achieve better outcomes.