Incorporating computer-Assisted language learning and brain-based teaching into ESP training at BUH: Đề tài nghiên cứu khoa học cấp cơ sở / Nguyễn Ngọc Phương Dung chủ nhiệm đề tài, [và những người khác …]

NGÂN HÀNG NHÀ NƯỚC VIỆT NAM

TRƯỜNG ĐẠI HỌC NGÂN HÀNG TP.HCM

ĐỀ TÀI NGHIÊN CỨU KHOA HỌC

CẤP CƠ SỞ

Incorporating Computer-Assisted

Language Learning and Brain-Based

Teaching into ESP Training at BUH

CHỦ NHIỆM ĐỀ TÀI: NGUYỄN NGỌC PHƯƠNG DUNG

NĂM 2020

NGÂN HÀNG NHÀ NƯỚC VIỆT NAM

TRƯỜNG ĐẠI HỌC NGÂN HÀNG TP.HCM

ĐỀ TÀI NGHIÊN CỨU KHOA HỌC

CẤP CƠ SỞ

Incorporating Computer-Assisted

Language Learning and Brain-Based

Teaching into ESP Training at BUH

CHỦ NHIỆM ĐỀ TÀI: NGUYỄN NGỌC PHƯƠNG DUNG

THƯ KÝ: NGUYỄN QUANG NHẬT

NĂM 2020

NGÂN HÀNG NHÀ NƯỚC VIỆT NAM

TRƯỜNG ĐẠI HỌC NGÂN HÀNG TP.HCM

BÁO CÁO NGHIÊN CỨU KHOA HỌC

CẤP CƠ SỞ

Incorporating Computer-assisted Language

Learning (CALL) Partially Flipped

Classroom and Brain-based Teaching into

ESP Training at Banking University HCMC

CHỦ NHIỆM ĐỀ TÀI: NGUYỄN NGỌC PHƯƠNG DUNG

THƯ KÝ: NGUYỄN QUANG NHẬT

NĂM 2020

i

ABSTRACT

Taking cognizance of challenges of 21st

-century learning and the ubiquitous

technologies available, this paper reported on an ESP course applying computer￾assisted language learning partially flipped learning as out-of-class activities and brain￾based teaching for in-class activities in a Vietnamese ESP (Banking and Finance)

module. The study aimed at (1) exploring the beneficial impacts of this instructional

combination towards learners‟ perceived academic performance and (2) investigating

learners‟ perceptions towards this suggested model. Forty junior students at Banking

University, Vietnam participated in the experimental study from February to May of

2018-2019 academic year. Quantitative data were collected through questionnaires and

pre/post - tests comparison. Data analysis revealed that this model could not only

improve learners‟ academic achievements but also bring about enhanced confidence

and engagement towards the ESP training process.

Keywords: ESP, computer-assisted language learning (CALL), partially flipped, brain￾based teaching, performance, attitudes, Vietnam.

ii

DECLARATION

I hereby declare that this research study represents our own work and it has not

been previously submitted to Banking University of Ho Chi Minh City or any other

institutions in application for admission to a degree, diploma or other qualifications.

Nguyen Ngoc Phuong Dung

August, 2020

iii

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION.............................................................. 1

1.1. Introduction ................................................................................. 1

1.2. Definition of key terms ................................................................. 1

1.3. Problem statements and rationale of the study.................................. 2

1.4. Research questions ....................................................................... 4

1.5. Research objectives ...................................................................... 5

1.6. Conceptual framework .................................................................. 5

1.7. Scope of the study ........................................................................ 6

1.8. Summary..................................................................................... 7

CHAPTER 2: LITERATURE REVIEW................................................... 8

2.1. Introduction ................................................................................. 8

2.2. ESP training................................................................................. 8

2.2.1. Definition of ESP training..................................................... 8

2.2.2. ESP training in the Vietnamese context ................................ 10

2.2.3. ESP training at BUH .......................................................... 12

2.3. Brain-based teaching................................................................... 14

2.3.1. Definition of brain-based teaching ....................................... 14

2.3.2. Principles of brain-based teaching........................................ 15

2.3.3. Beneficial impacts and the rationale for using brain-based

teaching in ESP education................................................... 16

2.4. Flipped classroom....................................................................... 19

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2.4.1. Definition of flipped classroom ........................................... 19

2.4.2. Variances of the flipped classroom....................................... 19

2.4.3. Elements of flipped classrooms ........................................... 22

2.4.4. Theoretical frameworks for flipped classrooms ..................... 25

2.4.5. Learning effectiveness of flipped classrooms ........................ 26

2.5. Summary................................................................................... 34

CHAPTER 3: METHODOLOGY........................................................... 35

3.1. Introduction ............................................................................... 35

3.2. Variables................................................................................... 35

3.3. Hypothesis................................................................................. 35

3.4. Research sampling and participants.............................................. 36

3.5. Procedure of the study................................................................. 38

3.5.1. The online platform............................................................ 38

3.5.2. Procedure of the experimental class ..................................... 39

3.6. Research instruments .................................................................. 41

3.7. Reliability and Validity of the Methodology.................................. 42

3.8. Ethical Issues and Considerations................................................. 43

3.9. Methodological limitations.......................................................... 44

3.10. Summary................................................................................... 44

CHAPTER 4: RESULTS AND FINDINGS ............................................. 46

4.1. Introduction ............................................................................... 46

4.2. Students‟ academic performance .................................................. 46

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4.3. Students‟ perceptions towards the suggested model........................ 51

4.4. Conclusion................................................................................. 57

CHAPTER 5: DISCUSSION................................................................... 59

5.1. Introduction ............................................................................... 59

5.2. The model enhanced learners‟ performance with improved grades... 59

5.3. The model facilitated learners‟ positive attitudes and confidence ..... 61

5.4. Conclusion................................................................................. 64

CHAPTER 6: CONCLUSION ................................................................ 65

6.1. Research overview...................................................................... 65

6.2. Theoretical contributions of the study ........................................... 66

6.3. Practical implications.................................................................. 67

6.4. Limitations of the study............................................................... 68

6.5. Recommendations for further study.............................................. 69

6.6. Conclusion................................................................................. 70

REFERENCES ........................................................................................ 71

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LIST OF FIGURES

Figure 1-1: Conceptual framework...........................................................................6

Figure 2-1: Stages and elements of the flipped classroom model ..........................24

Figure 3-1: Online platform of the ESP class.........................................................39

Figure 4-1: Mean plot of post-test results between four classes (n=162)...............51

Figure 4-2: Benefits of the Engagement (n=40).....................................................53

Figure 4-3: Benefits of the Acquisition (n=40) ......................................................54

Figure 4-4: Benefits of Elaboration stage (n=40)...................................................54