Teacher and Student Reflections on a Flipped Learning Model for Engineering Students: A Qualitative Study at a Vietnamese University

Authors

  • Ngo Phuong Anh

    English Department, Hanoi University, Hanoi 10000, Vietnam

DOI:

https://doi.org/10.30564/fls.v7i11.11546
Received: 11 August 2025 | Revised: 19 August 2025 | Accepted: 27 August 2025 | Published Online: 17 October 2025

Abstract

This study explores teachers' and students' reflections on a flipped learning model implemented in five English courses for engineering students at a Vietnamese university, targeting CEFR levels A1–B1. The study was conducted as a two-phase qualitative investigation; each phase involved 325 students in 17-week blended courses comprising 60% face-to-face instruction and 40% online self-study. The flipped model integrated listening, speaking, reading, and writing activities across both digital and classroom settings. Students engaged in online practice to prepare for interactive in-person sessions, thereby enabling more effective classroom engagement. Both teachers’ and students' reflections addressed key aspects such as course content, workload, learning materials, platform features (e.g., speech recognition and writing tasks), instructional alignment, and teacher support. Based on Phase 1 feedback, the course design was refined and adapted in Phase 2 to strengthen learning outcomes. Evaluations across both phases highlighted high levels of student engagement, stronger coherence between online and face-to-face components, and generally positive perceptions of the flipped approach. This article focuses on teachers' reflections, providing valuable insight into the effectiveness and adaptability of flipped learning within the context of technical higher education. The findings suggest that when carefully aligned, flipped learning can enhance both student participation and instructional effectiveness, offering a viable pedagogical model for English language instruction in specialized academic programs.

Keywords:

B-Learning; Action Research; Flipped Learning; English Language Skills; Vietnamese University

References

[1] UNESCO., 2021. The global education monitoring report 2021. UNESCO Publishing: Paris, France.

[2] OECD., 2019. OECD skills outlook 2019: Thriving in a digital world. OECD Publishing: Paris, France.

[3] EDEN., 2020. European distance and e-learning network annual report 2020. EDEN: Budapest, Hungary.

[4] Cedefop., 2020. Empowering learners for the digital age: Skills, competences and qualifications. Publications Office of the EU: Luxembourg, Luxembourg.

[5] Öztürk, M., Çakıroğlu, Ü., 2021. Flipped learning design in EFL classrooms: Effects on students’ performance, perceptions and self-regulated learning. Computers and Education. 163, 104–167. DOI: https://doi.org/10.1186/s40561-021-00146-x

[6] Hrastinski, S., 2019. What do we mean by blended learning? TechTrends. 63, 564–569. DOI: https://doi.org/10.1007/s11528-019-00375-5

[7] Al-Samarraie, H., Shamsuddin A., Alzahrani A.I., et al., 2019. A flipped classroom model in higher education: A review of the evidence across disciplines. Interactive Learning Environments. 68(8), 1017–1051. DOI: http://dx.doi.org/10.1007/s11423-019-09718-8

[8] Graham, C.R., 2006. Blended learning systems: Definition, current trends, and future directions. In: Bonk C.J., Graham C.R. (eds.). Handbook of Blended Learning: Global Perspectives, Local Designs. Pfeiffer: San Francisco, CA, USA. pp. 3–21.

[9] Picciano, A.G., 2009. Blending with purpose: The multimodal model. Journal of Asynchronous Learning Networks. 13(1), 7–18. DOI: http://dx.doi.org/10.24059/olj.v13i1.1673

[10] Zimmerman, B.J., 2002. Becoming a self-regulated learner: An overview. Theory Into Practice. 41(2), 64–70. DOI: http://dx.doi.org/10.1207/s15430421tip4102_2

[11] Panadero, E., 2017. A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology. 8, 422. DOI: https://doi.org/10.3389/fpsyg.2017.00422

[12] Little, D., 1991. Learner Autonomy: Definitions, Issues and Problems. Authentik: Dublin, Ireland.

[13] Benson, P., 2013. Teaching and Researching Autonomy. Routledge: London, UK.

[14] Bergmann, J., Sams A., 2012. Flip your classroom: Reach every student in every class every day. ISTE: Eugene, OR, USA.

[15] Wanner, T., Palmer E., 2015. Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers and Education. 88, 354–369. DOI: https://doi.org/10.1016/j.compedu.2015.07.008

[16] Singh, H., 2003. Building effective blended learning programs. Educational Technology. 43(6), 51–54.

[17] World Bank., 2020. World development report 2020: Trading for development in the age of global value chains. World Bank: Washington, DC, USA.

[18] Cedefop., 2020. Vocational education and training in Europe, 2020. Publications Office of the EU: Luxembourg, Luxembourg.

[19] International, Society for Technology in Education (ISTE)., 2016. ISTE standards for students. ISTE: Washington, DC, USA.

[20] Kostaris, C., Sergis, S., Sampson, D.G., et al., 2017. Investigating the potential of the flipped classroom model in K–12 ICT teaching and learning: An action research study. Educational Technology & Society. 20(1), 261–273.

[21] Lo, C.K., Hew, K.F., 2020. A critical review of flipped classroom challenges in K–12 education: Possible solutions and recommendations. Research and Practice in Technology Enhanced Learning. 12(1), 4. DOI: http://dx.doi.org/10.1186/s41039-016-0044-2

[22] Egbert, J., Herman, D., Lee, H., 2015. Flipped instruction in English language teacher education: A design-based study. The Electronic Journal for English as a Second Language. 19(2), 1–23.

[23] Wu, W.Y., Hsieh, J.S.C., Yang, J.C.M., 2017. Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Educational Technology and Society, 20(2), 142–157.

[24] Holley, D, Oliver M.,2010. Student engagement and blended learning: Portraits of risk. Computers & Education. 54(3), 693–700. DOI: https://doi.org/10.1016/j.compedu.2009.08.035

[25] Sheerah, H.A., 2020. Using Blended Learning to Support the Teaching of English as a Foreign Language. Arab World English Journal. 6, 191–211. DOI: https://dx.doi.org/10.24093/awej/call6.13

[26] ICDE., 2019. Global Survey of Blended and Online Learning 2019. International Council for Open and Distance Education: Oslo, Norway.

[27] Zawacki-Richter, O., Bozkurt, A., Alturki, U., et al., 2019. What research says about MOOCs–An explorative content analysis. The International Review of Research in Open and Distributed Learning. 20(1), 85–120. DOI: https://doi.org/10.19173/irrodl.v19i1.3356

[28] Corbin J., Strauss A., 2015. Basics of Qualitative Research, 4th ed. Sage: Thousand Oaks, CA, USA.

[29] Zhang Y., Wildemuth B.M., 2009. Qualitative analysis of content. In: Wildemuth B.M. (ed.). Applications of Social Research Methods to Questions in Information and Library Science. Libraries Unlimited: Westport, CT, USA. pp. 308–319.

[30] Tomlinson B., 2011. Materials Development in Language Teaching, 2nd ed. Cambridge University Press: Cambridge, UK.

[31] Hutchinson T., Waters A., 1987. English for specific purposes: A learning-centred approach. Cambridge University Press: Cambridge, UK.

Downloads

How to Cite

Ngo Phuong Anh. (2025). Teacher and Student Reflections on a Flipped Learning Model for Engineering Students: A Qualitative Study at a Vietnamese University. Forum for Linguistic Studies, 7(11), 204–215. https://doi.org/10.30564/fls.v7i11.11546