Skkn applying digital education tools in flipped classroom model to help students improve the learner autonomy at nhu thanh high school

PART ONE: INTRODUCTION
I. RATIONALE OF THE STUDY
Traditional systems of teaching and learning are not necessarily providing
young people with the skills they need to make it in the modern world. Many of the
more traditional classroom forms of learning are ill-equipped to improve the skills
needed for developing creative solutions to complex problems. Traditional schooling
addresses problems of the past, not issues in the future.
Due to the rapid changes in the economic and social contexts it is imperative
that educators redesign their teaching methods, create an innovative learning
experience and support their students in acquiring the 21st century skills (Council of
the European Union, 2018). Today’s students seem to have boundless and free access
to information, therefore the key for their education, is not the memorization of
information but the ability to search and manage information. Also, the advancement
of new technologies provides teachers with the opportunity to alter their methodology
in order to promote their students’ active participation in the learning process. Since
teachers are no longer expected just to provide students with knowledge but to help
them develop a set of skills such as problem solving, critical thinking, creativity,
teamwork, metacognition, effective communication and social skills so that they can
meet the challenges of the modern world, their role is more crucial than ever in
achieving the desired learning outcomes.
Since every student is unique, teachers are challenged to organise a learning
environment that meets the differing needs of each student so that they can provide
them with the opportunity to learn, regardless their abilities and their cultural, social
and economic backgrounds. Therefore, reshaping education is the medium to provide
students with equal access to knowledge, skills and competencies, to promote their
social and professional inclusion, their well- being, so that they can have a positive
impact in society.
Moreover, the lecture materials should be provided as a supplement to
classroom activities and moved online for students to reference outside of the
classroom. Classroom time is better used for discussing the curriculum, engaging in
activities with teams and completing class projects. Students often have the option to

pace their learning and even study ahead with a digital learning tool if they wish to do
so. By helping children think outside their typical learning modes, digital learning
inspires creativity and lets children feel a sense of accomplishment that encourages
further learning.
Digital tools can help learners become more independent as they don't have to
rely on you for input and practice. Autonomous learners can set their own goals and
plan how to achieve them. They tend to learn more efficiently and effectively, and to
be more motivated. However, not all learners are able to do this, so they may need
guidance from you. With support, learners can be more independent and develop their
language skills beyond the classroom.
Taking under consideration the above, it comes as no surprise that in recent
times there is a move from the teacher-centered to the student-centered learning

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model. This paradigm shift in education has resulted to the development of new
learning models and methods such as the flipped classroom, where the teacher does no
longer provide just a lecture but becomes the students' guide and supporter at their
educational path to learning.
Therefore, in this study I present a subject “Applying digital education tools in
Flipped Classroom model to help students improve their learner autonomy at Nhu
Thanh High School”.
In the flipped classroom model, when teachers ask students to study lessons at
home before their discussion in class, learning tools and technology enable students to
develop effective self-directed learning skills. They are able to identify what they need
to learn, find and use online resources, apply the information on the problem at hand,
and even evaluate resultant feedback. This increases their efficiency and productivity.

In addition to engaging students, digital learning tools and technology sharpen critical
thinking skills, which are the basis for the development of analytic reasoning. Students
who explore open-ended questions with imagination and logic learn how to make
decisions, as opposed to just temporarily memorizing the textbook. They also develop
positive feelings of accomplishment from mastering new knowledge and skills using
digitized learning tools giving them the confidence they need to want to learn even
more new things.
II. AIMS OF THE STUDY
I do the research to know about the fact of the students’ learning autonomy in
Nhu Thanh High School more clearly. This study also investigates whether the
“Digital education tools used in Flipped Classroom Model” can have positive impact
on process among students and can develop their learning autonomy or not. Bearing in
mind, I decide the research with title “Applying digital education tools in Flipped
Classroom model to help students improve their autonomous learning at Nhu
Thanh High School”
III. RESEARCH QUESTIONS
This study aims at finding answer to the following research question:
How can “Digital education tools used in Flipped Classroom Model” help the
students at Nhu Thanh High School promote their learner autonomy?
The question has been addressed to two of the classes (A1, A2) that I have been
teaching in Nhu Thanh High School with the aim to examine how “Digital education
tools used in Flipped Classroom Model’ affect the process of their autonomous
learning here.
IV. SCOPE OF THE STUDY
The study investigates applying Digital education tools in Flipped Classroom
model to help students promote their learner autonomy.
V. METHODS OF THE STUDY
In this study, I use some research tools to collect and analyze the needed data
Firstly, recording is used to record the process of using digital education tools
in Flipped Classroom model

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The second tool used in this study is surveying through Google Forms at the
end of the research to study whether digital education tools used in Flipped Classroom
model is really suitable for them or not.
Surveying through Google Forms is used to know the practical situation of students’
autonomous learning.

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PART TWO: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
I.
Flipped Classroom Model
1. The definition of Flipped Classroom Model
In the traditional classroom model, teachers first explain each topic, and then
assign homework
In flipped classrooms, also known as inverted classrooms, students review
lecture materials before class as homework. In-class time is dedicated to discussions,
interactive exercises, and independent work that would have previously been
completed at home - all under the guidance of the teacher, who is present and
available to respond to any questions that may arise. The materials reviewed prior to
class can take the form of recorded lectures, curated videos, reading assignments,

video broadcasts - any material that the instructor assigns as relevant to the topic at
hand.
2. Benefits of Flipped Classroom Model
There are many benefits to a Flipped Classroom.  Including…
* There are no more frustrating, long homework sessions. Students have more time for
family, friends, play, and extra- curricular activities.
* A flipped classroom promotes students’ collaboration and concept mastery
exercises.
* Flipping the classroom will create a student-centered environment.
* Video lectures are short - typically under ten minutes - keeping students engaged.
* Teachers are available for more one-on-one interaction with students in a flipped
classroom.
* The flipped classroom provides flexibility - everyone works at their own pace.
Students take on the responsibility for their learning
II.
Definition of learner autonomy
Here are a few popular definitions of learner autonomy: Autonomy is an
acclimatizing skill that allows learners to build up supportive structures within
themselves rather than to have these erected around them (Trim, 1976, cited in Esch,
1996); the ability to take charge of one’s own learning (Holec, 1981); a faculty for
disconnection, crucial consideration, decision-making and self-regulating action
(Little, 1990); the condition where an individual is completely responsible for all the
choices concerned with his learning and the process involved in carrying out those
decisions (Dickinson, 1993); the willingness to take control of an individual’s own
learning based on his own needs and purposes (Dam, 1995); and the acknowledgment
of the rights of students inside educational systems (Benson, 2001).
III. Importance of Autonomy in the Curriculum and EFL settings
Learner autonomy in the setting of EFL would improve metacognitive awareness
on the following aspects: learner’s self-awareness, learning process awareness, subject
matter awareness and a deeper social awareness. The autonomy in class would

eventually lead to a more autonomous and improved quality of life within the
classroom environment. (Chuck, 2004).

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CHAPTER 2: PRACTICAL SITUATIONS
I. METHODS OF THE STUDY
The research is done qualitatively in the context of two English classes (Class
A1, A2. In this survey, I use the survey through Google Forms for students. This
survey is designed to collect information for the study on “An investigation into the
reality of their autonomous learning without digital tools and flipped classroom model
at Nhu Thanh High School”
II. THE REALITY OF STUDENTS’ AUTONOMOUS LEARNING AT NHU
THANH HIGH SCHOOL
The whole procedure of teaching and learning is implemented similarly to all
students of the class after all of them give consent to be part of the research. However,
due to the limit of the study, I only focus to collect information from the learning
engagement of two classes (A1, A2) during this process as the data for analysis.
Below is the survey of the practical situation of learner autonomy at Nhu Thanh High
School.
Survey no.1
Realities of learner autonomy at Nhu Thanh High School.

From the survey number 1, we can see that more than 70% of students surveyed
say that they have few chances to communicate in English with others in the

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classroom because the time of practice is limited. Secondly, the percentage of leaners
who suppose that searching information about lessons without digital tools seems to
be limited accounts for 87,9%. In term of classroom model, nearly 8 out of every 10
students (about 80%) think that they have little time to put knowledge into practice so
that they can improve their communication skills in a traditional class. With traditional
classroom model, more than 74 % of students agree that they don’t have motivation to
regularly prepare the new lessons before the class whereas the number of studious
learners only accounts for about one- fifth of surveyed students. Moreover, 76,8% of
students are not self-motivated and responsible for planning learning, setting goals and
selecting learning strategies as well. Lastly, 78% of the surveyed pupils agree that they
have little freedom to control your learning strategies for the textbook and they seem
to be forced to follow the stages of the lessons if the traditional classroom model is
running.
CHAPTER 3:
RECOMMENDATIONS
TO PROMOTE THE STUDENTS’ AUTONOMOUS LEARNING
I. RECOMMENDATIONS
According to the data analysis from the survey, it can be personally concluded
that the most important feature that makes my students to engage more in the real
world is the kind of learning activities which forces them to learn through the
meaningfulness of tasks.
Therefore, I have applied digital education tools in Flipped Classroom model
to help students improve their learner autonomy
Unlike the traditional classroom model, a Flipped Classroom puts students in
charge of their own learning.  By providing lectures online, educators give students the
opportunity to learn at their own pace. Once a student masters a concept, he can move

on. Also, students who need more time to master a concept won’t get left behind.
This means that all students are not working on the same area at the same time
in and out of the classroom. In the Flipped Classroom environment, the teacher
becomes the guide off to the side, acting as more of facilitator, helping and guiding
small groups and individuals toward learning success.

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(Graphics of Flipped classroom model )
Equipping students with the requirements of higher education and holding a
career at a young age has become one of the most crucial responsibilities of school
education, digital learning solutions based on problem-based learning emphasize on
learning methods that are constructive, collaborative and calls the students’ attention
to a real-world approach to learning.
With the ongoing employment crisis, it is crucial that if young people are unable
to find jobs, they should have the ability to create their own and ideally even generate
jobs for others. For this purpose, newer methods of learning and education need to be
incorporated into the school curriculums. Digital learning tools and technology in
elementary, secondary, and high schools prepares students for higher education and
modern careers by helping them acquire skills including problem-solving, familiarity
with emerging technologies, and self-motivation.
Students using digital learning tools, technology and taking flipped class
become more engaged in the process and more interested in growing their knowledge
base, they may not even realize that they’re actively learning since they’re learning
through engaging methods such as peer education, teamwork, problem-solving,
reverse teaching, concept maps, gamification, staging, role playing, and storytelling.
Since digital learning with flipped classroom model is far more interactive and

memorable than voluminous textbooks or one-sided lectures, they provide better
context, a greater sense of perspective, and more engaging activities than traditional
education methods. This allows students to better connect with the learning material.
Further, they often offer a more interesting and involving way to digest information.
This is reflected in their retention rates and test scores. Also, when students can track
their own progress it can improve motivation and accountability.
II. PRACTICAL SOLUTIONS
1. Digital Education Tools

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Using digital tools can help learners develop their language skills. To do this as
effectively as possible, it's important to understand how exactly the tool can help so
they can use it with a clear learning goal in mind.
Traditional lectures may still exist along with the new-age learning tools and
technology, but the lecture materials should be provided as a supplement to classroom
activities and moved online for students to reference outside of the classroom.
Classroom time is better used for discussing the curriculum, engaging in activities
with teams and completing class projects. Students often have the option to pace their
learning and even study ahead with a digital learning tool if they wish to do so. By
helping children think outside their typical learning modes, digital learning inspires
creativity and lets children feel a sense of accomplishment that encourages further
learning.
2. Flipped Classroom Model
The flipped classroom is a pedagogical model in which the typical lecture and
homework elements of a course are reversed. Short video lectures are viewed by
students at home before the class session, while in-class time is devoted to exercises,

projects, or discussions. The video lecture is often seen as the key ingredient in the
flipped approach, such lectures being either created by the instructor and posted online
or selected from an online repository
Models of Flipped Classrooms:  
Standard flipping
Lectures are recorded (either as video or as narrated screencasts). Students are
required to watch these lectures as homework and then spend class time to do
problem-solving or other highly interactive, structured activities, usually in groups and
with guidance from teachers.
One-day-a-week flipping
If a standard flip seems overwhelming, or not appropriate for the class, try flipping
one lecture a week. During class students work in groups to complete tasks where they
solve real analytical problems; answers are presented in class and students are asked to
correct their own work and reflect on their understanding.
Selected-content flipping
Lecturing does not have to be completely eliminated from the class time. Instead, be
selective and strategic about what the teachers record for students to watch in advance.
Teachers might record only a subset of lecture materials, and reserve some of the class
time for lecturing on advanced topics. Are there particular topics or concepts on which
students routinely get stuck? Try designing in-class activities around these ideas or
concepts. Or, consider recording lectures that cover content that’s likely to be reusable
in future semesters, and plan on some in-class micro-lectures covering “hot-off-thepresses” topics, leaving plenty of time for active learning. 
Flipping without recording video lectures
It’s a common misconception that instructors can only flip if they pre-record their
lectures, which admittedly can be a time-consuming process. Instructors can, instead,
find other ways for students to get content that might typically be delivered in a

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lecture: readings can be used, as well as other content such as PowerPoint
presentations, podcasts, or videos or animations that others have recorded.
Full hybrid flipping
Eliminate some in-class lectures completely and replace those in-class hours with time
students are expected to complete online activities, typically watching the lecture.
III. SOME PRACTICAL EXAMPLES AFTER APPLYING DIGITAL TOOLS IN
FLIPPED CLASSROOM MODEL AT NHU THANH HIGH SCHOOL.
Physically, a flipped classroom is the same as a normal classroom. But instead
of paying attention to lectures while in class and applying the new knowledge in their
homework after school, students will watch ,listen to or read the lectures at home,
before the class starts, and use the time in the classroom to do their homework. Instead
of telling students what to learn, how to learn, when to learn and how to prove that
they learned, teachers support them in becoming self-directed learners.
The flipped classroom seems to create a win-win situation for both students and
teachers.
Digital learning tools and technology fill the gaps where traditional classroom
teaching falls behind. When implementing the flipped classroom model, teachers
prepare videos with their lectures and upload them on the web so that they are
available to their students to watch at any time at their own request, no matter where
they are. This provides students with the advantage to pause, rewind or fast forward
the videos according to their differing needs. The next day, in class, the teacher
discusses with the students, provides clarifications or further information and assigns
activities which are personalized according to the students’ needs. In this way the time
that was needed to conduct the lecture is now available to carry out more engaging
activities in the classroom.
The following digital tools are frequently used for two classes:
No.
Digital

Apps/web
Aims / functions
tools
1
Virtual
-Zoom
The leaders in modern
classroom -Google
enterprise
video
tools
meet
communications, with
-Microsoft an easy, reliable cloud
teams
platform for video and
audio
conferencing,
chat,
and
webinars
across mobile, desktop,
and room systems. 
2
Supporting -SHub
SHub Classroom is an
tools
Classroom application to manage
assignments and keep
unlimited lectures. The

application works like a

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-Google
forms

Azota

Classdojo

Flipgrid

Powtoon

Prezi

social network to help
teachers and students
interact with each other
easily and effectively.
Creating
online forms and
surveys with multiple
question types. Analyze

results in real-time and
from any device
Helping
teachers,
training centers, schools
digitize exam questions
and exercises in 2
minutes.
Connecting
teachers
with
students
and
parents to build amazing
classroom communities.
Create
a
positive
culture. Teachers can
encourage students for
any skill or value whether it's working
hard,
being
kind,
helping
others
or
something else. Give
students a voice.
 It only takes minutes to

get
started,
spark
meaningful discussions,
and inspire your learners
to share their voice and
creativity
Powtoon’s
professionally-designed
templates help you
create more video &
visual content faster.
According to Prezi,
“creating, giving, and
tracking
beautiful
interactive presentations

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3

4

is as easy as 1,2,3” with
their
cloud-based

presentation software.
Prezi presentations are
nothing
like
your
traditional presentations;
Tools for -Padlet
These tools take the idea
discussion -Slido
of the notice board and
make it digital, so it's
Metimente enhanced. They create a
r
space for teachers and
students in education to
share but in a way that's
actually better than the
real-world version.
Unlike a physical notice
board, this space can be
populated with rich
media, including words
and images as well as
videos and links too. All
that and it's instantly
updated for anyone
sharing the space to see
right away
Tools for Kahoot
They are platforms to

assessment Blooket
create own quizzes in
Quizziz
seconds and you can
play
them
from
anywhere, anytime, on
your own or with
friends.
They are
extremely helpful for
teachers
to
make
learning
fun
and
interactive for their
students.
After
the
teacher hosts a quiz,
students answer the
questions with their
smartphone, tablet or
computer.
Example: English 11- Unit 6 Global Warming

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English 11- Unit 6 Global Warming
Flipping
lectures

video Example no.1: Unit 6 Global Warming
Part: Project
Task 1: Read the paragraphs and
- Teacher sends students the PowerPoint answer the questions
presentations of the lessons and asks
(at home)
them to finish the tasks assigned.
Task 2. Discussion
- During in-class time, students discuss
Causes and effects of global
some questions in individual, in pairs or warming
in groups, then teacher gives feedbacks

Flipping
lectures

without

without

recording

recording

video

Example no.2: English 11- Unit 6
Global Warming
Part: WRITING

- Teacher sends students the PowerPoint
presentations of the lessons and asks
them to finish the tasks assigned.
- During in-class time, students discuss
some questions;
Students work in groups to give outlines
of their essays
The group’s representative gives the
presentation about their outline
Teacher gives feedbacks

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Suggested outline:
1. Introduction (Introduce the topic and
the main content of the essay)
- one of the biggest issues facing
humans nowadays
- caused mainly by humans

- most catastrophic effects on humans
- humans have to take actions to reduce
the risks
- the essay will discuss the causes and
effects, and possible solutions
2. What global warming is and its
causes
- the rise in the average temperature of
the earth due to the increase of
greenhous gases in the atmosphere
- causes:
+ carbon dioxide emissions from the
burning of fossil fuels
+ deforestation for farmland, wood and
paper
+ increasing use of chemical fertilizers
on croplands
3. Effects of global warming
- heat-related illnesses and death, and
spread of infectious diseases
- melting of polar ice caps and rising of
sea level
- extreme weather patterns such as
severe storms, heat waves, floods and
droughts
- widespread extinction of species
4. Some possible solutions
- reducing energy use
- planting trees or plants
- using green methods of transport

5. Conclusion (Summarise the main
points and state your opinion)

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CHAPTER 4: FINDINGS
The main advantage of the flipped classroom is the possibility of making
students more independent. The ability to manage their own learning process is the
basis for making future efforts related to self-education, which in the era of web
resources is becoming increasingly important.
In the flipped classroom, students review the material before the classes, and
therefore they can adjust the speed of acquiring new information to their abilities. The
teacher, on the other hand, is relieved of the obligation to present new material in
class, and the time saved can be used for creative discussions or solving problems.
Moreover, thanks to a more frequent teacher-student contact and with the help of ELearning platforms, an educator is now able to read a detailed report on specific
problems faced by particular students.
Applying the flipped classroom method with the use of such tools allows
students to learn not only by reading texts previously prepared by the teacher or
watching his recorded presentation, but also through solving interactive exercises.
This way of learning is more engaging, helps the learner acquire new information, and
gives him or her a chance to create a well-established and multi-tiered knowledge.
Learning tools and technologies like social learning platforms make it easy for
teachers to create and manage groups. The shift to digital learning can approximate the
benefits of tutoring while freeing up time for teachers to address individual and small
group needs. The opportunity to customize learning sequences for each student will
make education more productive by closing learning gaps sooner and accelerating
progress. Dynamic grouping, workshops, and project-based learning can add lots of

collaborative learning to the already present education model
Moreover, the following charts shows the statistics of surveyed students about
the changes of their autonomous learning after using digital tools in flipped classroom
model:
Survey No.2

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According to those charts, we can see that 76,8% of students strongly agree that
some digital tools such as Padlet and Slido help them have more time to discuss the
assignments or projects, and 90,3% of them are said to practice English more
because they study the new lessons at home so they have chances for discussing and
practicing more in class. More than 84 % of them feel that it is very independent
about the time to finish your assignments with digital tools and flipped classroom, so
they can reduce the studying pressure. Moreover, about 80% of students suppose that
their English communication skills become better and better after using digital tools
in the flipped classroom. By using digital tools and flipped classroom, the number of
learners feel more self-motivated to finish their assignments and projects takes up
four-fifths of surveyed ones. While applying flipped classroom model, only 6% of
them rarely study the lessons before the discussion in class whereas 83,3% of them
display an opposite point of view. More than 85 percent of them strongly agree that
using digital tools and flipped classroom model helps them not only improve their
soft skills such as: information searching, time-management, and leadership but also
be more self-motivated to set your own goals and select your learning strategies. In
sum, the changes of learner autonomy after applying digital tools and flipped
classroom follows a considerably positive uptrend.

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PART THREE: CONCLUSION AND SUGGESTION
I. CONCLUSION
Digital learning is replacing traditional educational methods more and more
each day. With how rapidly classrooms are changing, it is best to forget methods you
may remember from when you were in school and start thinking about newer teaching
and learning techniques based on digital learning tools and technologies. The inclusion
of digital learning in the classrooms can vary from simply using tablets instead of
paper to using elaborate software programs and equipment as opposed to the simple
pen.
This could entail using sites, services, programs, teaching tools, and
technologies like study aids built for at-home use. Even social networks and
communications platforms can be used to create and manage digital assignments and
agendas. Irrespective of how much technology is integrated into the flipped classroom,
digital learning has come to play a crucial role in education. It empowers students by
getting them to be more interested in learning and expanding their horizons
II. SUGGESTION
There are different ways a teacher can motivate and facilitate autonomous
learning through learner training in class. It must be kept in mind, though that
improving autonomous learning abilities is not about making students work
independently; instead it should assist the students in developing skills that would
convert the students into becoming good learners, taking responsibility for learning
and be able to apply these skills into any new learning situation (Mynard and Sorflaten
2003). Learner autonomy does not appear unexpectedly from the learner but is
developed from the learner’s communication with the society with which he belongs
(Cotterall, 1999). Teachers and educators therefore have to be patient and allow the

development of autonomous learning in their students. They should enable the timedependent process for learners to know how to be responsible for their own education
through methods and techniques.

The Headmaster’s identification

Thanh Hoa, the third of May, 2022
I ensure that this study has been written by
me
The writer

Bui Thi Tu

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REFERENCES
DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: a review of key ideas
and recommendations for practice. Educational Psychology Review.
Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a
flipped classroom may simply be the fruits of active learning. CBE—Life Sciences
Education.
Kerr, B. (2015). The flipped classroom in engineering education: A survey of the
research. In 2015 International Conference on Interactive Collaborative Learning
(ICL).
Lage MJ, Platt GJ, and Treglia M (2000). Inverting the classroom: A gateway to
creating an inclusive learning environment. The Journal of Economic Education.
Source://blog.edmentum.com/flip-your-classroom
Source: "What Is Flipped Learning?" (Flipped Learning Network, 2014)

Source:

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Appendix No.1
Survey no.1. Questionnaire
Realities of learner autonomy at Nhu Thanh High School
Question 1: You have chances to communicate in English with others in the
classroom?
A. Always
B. Sometimes
C. rarely
D. never
Question 2: Searching information about lessons without digital tools seems to
be ........
A. Abundant
B. independent. C. dependent
D. limited
Question 3: In a traditional class, you have time to put knowledge into practice so that
you can improve your communication skills?
A. much time
B. enough time
C. little time
Question 4: Do you often prepare the new lessons before the class?
A. Always
B. sometimes
C. rarely

D. never
Question 5: Are you self-motivated and responsible for planning learning, setting
goals and selecting learning strategies?
A. Yes
B. maybe
C. no
Question 6: Do you have freedom to control your learning strategies for textbook?
Yes
B. Maybe
C. no

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Appendix No.2
Survey no.1. Questionnaire
Applying digital tools in flipped classroom model
Question 1: Do you feel more self-motivated to finish your assignments/project
by using digital tools?
A. yes
B. no
C. maybe
Question 2: How do you feel about the time to finish your assignments with
digital tools and flipped classroom?
A. very independent B. independent
C. dependent D. very dependent
Question 3: Do you agree that flipped classroom model help you have more time
to practice English?

A. strongly agree
B. agree
C. neutral D. disagree E. strongly disagree
Question 4: Which way helps you have more time to discuss the lessons/
assignments/ projects?
A. discussion through some digital tools: Padlet, Slido, ....
B. face-to-face discussion in the classroom
C. others
Question 5: While applying flipped classroom model, do you often study the
lessons before the discussion in class?
A. always
B. often C. sometimes D. rarely
E. never
Question 6: Using digital tools and flipped classroom model helps you improve
your soft skills such as: information searching, time-management, leadership, ...?
A. strongly agree
B. agree C. neutral
D. disagree E. strongly disagree
Question 7: How do your English communication skills change after using digital
tools in the flipped classroom?
A. better
B. stable
C. worse
Question 8: Flipped classroom model and digital tools help you be more selfmotivated to set your own goals, select your learning strategies, selfassessment, ........?
A. strongly agree
B. agree
C. neutral D. disagree E. strongly disagree

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Appendix No.3

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