A Framework for Task-Based Flipped Classroom in EFL Education in Vietnam

Authors

  • Chau Thi Hoang Hoa International Collaboration Office, Tra Vinh University, 126 Nguyen Thien Thanh, Tra Vinh City, Vietnam
  • Nguyen Dinh Tung Bac Lieu High School for the Gifted, Bac Lieu, Vietnam https://orcid.org/0000-0002-2706-1220

DOI:

https://doi.org/10.22159/ijoe.2023v11i2.47047

Keywords:

flipped classroom, task-based language learning

Abstract

When it comes to language teaching in general education in Vietnam, there are many challenges for teachers to overcome. Such as time constraints, examination wash-back effects, students’ demotivation and students’ individualization causes of learning. Various innovative teaching methods and approaches have been applied to address these concerns, such as task-based language learning and flipped classrooms (FCs). However, each mode of teaching has its advantages and disadvantages. Due to this, it is essential to carefully examine the combination of TBLT and the flipped classroom (FC). This paper reviews the effects of the implementation of task-based language learning in the clipped classroom, discusses the integration of both teaching approaches, and suggests the applied model for English as a Foreign Language (EFL) education in Vietnam.

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References

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Published

17-01-2023

How to Cite

Hoa, C. T. H., & Tung, N. D. (2023). A Framework for Task-Based Flipped Classroom in EFL Education in Vietnam. Innovare Journal of Education, 11(2), 5–9. https://doi.org/10.22159/ijoe.2023v11i2.47047

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Section

Review Article(s)