Implementing the flipped classroom model in teaching a translation module in Vietnam

Nhat Quang Nguyen, Kean Wah Lee, Csaba Zoltan Szabo, Dung Ngoc Phuong Nguyen


This study provided a novel flipped classroom model with a detailed combination of in-class and out-of-class activities to teach a Vietnamese-English Translation module. The study aimed to (1) provide an in-depth insight into how the model was actually implemented in a specific scenario to make the teaching-learning process more interesting and meaningful, and (2) investigate the effectiveness of the flipped classroom model towards learners’ translation performance through various assessments. 39 English-majored juniors at Banking University of Ho Chi Minh City, Vietnam participated in the study during the second semester of the 2018-2019 academic year. The study implemented a case-study mixed method design, applying assessment analysis and content analysis of one specific learning scenario to clarify how the flipped learning model contributed to the training process. Results show that a careful design of the flipped model contributed to the relevant literature on how to implement flipped learning in actual classroom settings, but also effectively improved learners’ performance in translation studies.


Flipped classroom; translation; assessment; Vietnam; effectiveness; competence-based.

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