The study indicated positive perception towards flipping learning mode from both the students and instructor’s perspective and the analysis of the submitted end-of-course assignmentsshowed a good mastery of essay genres, argument development and text selection. | VNU JOURNAL OF FOREIGN STUDIES VOL. 37 NO. 3 2021 149 THE IMPLEMENTATION OF FLIPPED CLASSROOM APPROACH IN AN ACADEMIC ENGLISH COURSE Nguyen Thi Thinh VNU University of Languages and International Studies Pham Van Dong Cau Giay Hanoi Vietnam Received 16 December 2020 Revised 23 March 2021 Accepted 17 May 2021 Abstract Since flipped classroom FC approach was first implemented over a decade ago it has been gathering great momentum with more and more research conducted in different fields over the past years. As an attempt to better understand this promising new model this study aimed to apply it in an academic English language course and examine its effects on student s perception and the quality of their assignment together with the instructor s self-reflection. The participants were 21 sophomores attending an academic English course integrated reading and writing section at a state university in Hanoi Vietnam. Combining both quantitative data from survey and qualitative data from feedback forms together with the instructor s reflection and analysis of students work findings of the study indicated positive perception towards flipping learning mode from both the students and instructor s perspective and the analysis of the submitted end-of-course assignments showed a good mastery of essay genres argument development and text selection. However synthesizing skill as well as the use of APA in-text citations and references needed more guidance and required more practice. The study also pointed out some limitations and recommendations which further research should take into consideration for a better implementation of a flipped classroom. Key words flipped classroom approach English Language Teaching ELT English as a foreign language EFL 1. Introduction lesson rife with theoretical concepts is often too much for students to absorb which leads Over the past six years the to boredom and regular attention drop during researcher has identified one problem with class time. .
