LLT Journal, e-ISSN 2579-9533, p-ISSN 1410-7201, Vol. 24, No.

2, October 2021

LLT Journal: A Journal on Language and Language Teaching

http://e-journal.usd.ac.id/index.php/LLT
Sanata Dharma University, Yogyakarta, Indonesia

EFFECTS OF FLIPPED CLASSROOM ON STUDENTS’ ACADEMIC

ACHIEVEMENT IN LEGAL ENGLISH LEARNING CONTEXT

Hương Thanh Nhạc

Hanoi Law University, Vietnam
correspondence: [email protected]
DOI: 10.24071/llt.v24i2.3542
received 26 July 2020; accepted 29 October 2021

Abstract
The primary focus of this study was to examine the effects of flipped classrooms
on students’ academic achievement in legal English learning context at Hanoi
Law University. To achieve the aim, fifty second-year students participating in the
study were randomly divided into experimental and control groups. The
experimental group was taught legal English with the flipped learning approach
while traditional teaching method was applied to the control group. A pre-test and
a post-test were administered to both groups to measure the impacts of flipped
classrooms on students’ academic achievement in legal English. The results
revealed that there were statistically significant differences in the means of the
achievement test attributed to teaching methods in favour of the experimental
groups. Also, survey questionnaires were administered to the students in the
experimental group to identify their perceptions of the application of flipped
classrooms on their legal English learning performance. The data showed that the
majority of the students considered flipped classroom to be effective. It is hoped
that the findings encourage instructors of English to use modern teaching
strategies, in particular, flipped classroom strategy to improve the English
teaching and learning process.

Keywords: academic achievement; effects; flipped classrooms; legal English

students.

Introduction
In recent years, language teaching methods have witnessed rapid changes in
finding out new approaches to enhance the effectiveness of the language
acquisition process. Such approaches make learners become the center of learning
process. It is undeniable that learning environment and teaching methods with the
support of technology prove to be of great importance in helping each student
learn and reach the language proficiency level. One of such modern methods and
strategies is the application of the flipped classroom model, known as the inverted
or reversed classroom. Flipped classroom is an unconventional model in which
students gain first-exposure learning prior to class and focus on the processing
part of learning such as synthesizing, analyzing, problem-solving in class
(Bergmann & Sams, 2012).
In the literature, there has been a number of research on the effects of the

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application of flipped classroom model in the context of higher education. Hung

H (2014) indicated that flipped classroom model create opportunity for students to
review learning materials before the class time. As a result, they are sure to have
much more time for practices and teacher feedback in face-to-face classes leading
to positive effects on the whole learning process. Similarly, Smallhorn’s study
(2017) showed that the inverted time, place and homework in the flipped
classroom engages the students actively in the lesson rather than passive listeners
in traditional one.
In the context of Vietnam teaching, flipped learning has received a great
concern from educators and researchers (Bui, 2016; Tran, 2016; Tran, 2017; Tran
& Nguyen, 2018), there have been limited studies on the effect of flipped
classroom on students’ academic achievement and students’ attitudes toward
flipped classroom, in particular in English classes at tertiary level. This paper,
therefore, attempts to analyze and assess the impact of flipped classroom on
students’ academic achievement as well as their perceptions in the legal English
learning and teaching context.

Definition of key terms

Flipped classroom: In the literature “flipped classroom” has been defined by
different researchers. DeLozier & Rhodes (2017) defined the flipped classroom as
a modern strategy in which the teachers assign lectures in different forms such as
recorded or video lectures for students to review before attending class. Class time
is devoted to a variety of activities including doing exercises, practices or
problem-solving and group work. Alzwekh (2014) indicated that flipped
classroom involves the smart use of the advanced techniques in order to cater for
students’ needs as well as make use of the effectiveness of modern technological
tools in teaching and learning processes.
In this research, flipped classroom is understood as the inverting process of
teaching and learning with the support of advanced technology, what is done at
home in traditional learning is done at class; and what is done at class in
traditional learning is done at home. Specifically, in the flipped classroom
approach the content of each lesson created in the form of video is presented to
the student outside the classroom period through technology tools, therefore class
time is used for active learning activities such as group discussion, case studies or
role play, etc.,

Academic achievement
Khatib & Tarawneh (2002) denoted that academic achievement refers to the
proficiency of skills and knowledge of the student on a specific subject after the
course. Additionally, with the help of measurement methods such as oral or
written exams and assignment, the academic achievement can measure the ability
of student to understand the subject matters and to apply them in carrying out the
required tasks or projects. In this study, the academic achievement is measured by
scores that students get in the achievement test prepared by the researcher at the
end of the learning course.

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Flipped classroom model in language teaching and learning

Positives of flipped classroom model
Different research in the literature has shown the positive effects of flipped
classroom model on students’ language learning. Shorman (2015) indicated that
flipped classroom model enables students to review learning materials at home
before class time through technology tools and educational websites, leaving the
opportunities for their understanding of specific subjects. Asiksoy and Ozdamli
(2016) shared the similar findings, showing that flipped classroom approach is a
type of student-centered approach. Specifically, with the support of technological
devices namely smart phones, Ipads or computers, students could actively learn
new lessons at any time at any time. Students, moreover, are able to find it easier
to take note as well as play back the difficult parts or to skip the parts that they are
mastered in. Those strategies can improve their excitement and enjoyment in
learning process. Strohmyer (2016) asserted that the application of flipped
classroom strategy results in a number of benefits for both teachers and learners.
For teachers, flipped classroom model provides the language teacher a valuable
chance of making use of class time in guiding and helping learners. In addition, it
creates a technique to evaluate the students' weaknesses and strengths in their
understanding of the content through the tasks during the class time. For students,
reversed classroom could enhance students’ skills including the critical thinking
and high thinking skills, self- learning capabilities according to their individual
differences, building experiences, communication skills. Alzain (2015) added that
the flipped classroom is a modern technological solution for treating academic
weaknesses of students and developing levels of their skills of thinking.
Furthermore, through applying the model of flipped classroom the intellectual
abilities of learners can grow up. By utilizing this method learners can develop
their knowledge in scientific, practical and behavioral sides. Dickenson (2016)
addressed that the flipped classroom is considered as one of the active practices
that enable the learner to link between what is learned and his personal life and
experiences. In such process, the learner will be able to link what he/she learns
with his/her intellectual behaviors, until it becomes a part of his/her personality.

Obstacles of flipped classroom model

It is undeniable that flipped classroom model achieves many benefits. Tully
(2014), however, mentioned some problematic issues related to flipped classroom
application. Firstly, this teaching method requires learners to have internet
connected technological devices at home. Therefore, it is challenging for students
who are not able to afford such devices to benefit from this strategy. Furthermore,
additional working hours and efforts from teachers are necessary to follow- up
students’ progress as well as to be professional in integrating modern
technological in education. Sharing the similar findings on obstacles when
applying technological tools in the classroom, Pashler et al (2008) noted that the
lack of devices and software used in recording and preparing lessons is one of the
major difficulty facing educational and learning process. Moreover, the lack of
teachers’ skills in using the technology tools skillfully to develop teaching
methods, motivation and communicating with students could be considered
challenging. However, in real teaching practice those teachers can be convinced

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through presenting successful practices of applying technology in the classroom

comparing with the traditional method.
In the context of COVID 19 pandemic, the application of technology tools in
teaching and learning is necessary. Moreover, legal English has its distinctive
features which require learners to have the knowledge of both the law and
English, flipped classroom creates the chance for learners to study and understand
the content before attending class (Shorman, 2015). Therefore, despite its
obstacles, flipped classroom proves to be suitable for legal English class.
However, there has been few study focusing on how effective flipped classroom is
when applied in English class, this study aims to answer the two following
research questions:
1. Do flipped classroom models have an effect on the students’ achievement in
their overall legal English proficiency?
2. What are the students’ attitude towards flipped classroom models?

Method
Participants
The study was carried out in the context of advanced legal English course at
Hanoi Law University. 50 legal English major juniors – the population of this
study, whose age ranged from 21 to 23, were divided equally into experimental
group and control group. It was determined that students were between the
intermediate level and upper-intermediate level of English proficiency. Moreover,
it should be noted that those participants were required to finish two basic legal
English courses before advanced legal English one.

Data collection instruments

Participants’ tests: Two groups were required to do two in-class tests of legal
English in a pre-test administered prior to and in a post-test following the formal
instruction.
Writing portfolios: Through in-class lesson, experimental group were given
opportunities to practice legal writing. Peer correction and teachers’ feedback on
students writing during the class time also added and reported in the portfolios.
Survey questionnaire: A questionnaire of 13 items on a 5-point Likert Scale.
related to students’ perceptions and impact of the flipped classroom model on
learning process was delivered to controlled groups.

Procedures
The experiment was carried out in advanced legal English course for 15
weeks, each of which lasts for 135 minutes. Before the treatment, students in both
groups were required to do a legal English test including reading, listening and
writing skills relating to different areas of law. At the beginning of the treatment,
the instructor (researcher) explained the design of the lesson, the goals and the
content of the application of flipped classroom model to the experimental group.
During the treatment, the students in the experimental group were asked to listen
to the video lectures at home, all of which were designed and recorded by the
teacher. At class time, the experimental group were given time for questions and
discussion on both the content as well as the meaning and the use of legal terms in
different areas of law. Specifically, for advanced learning course, learners were

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required to practice writing in legal contexts such as writing letters, writing

memos, which are the main points in final test, and then were asked to reflect,
revise and rewrite their writings. The control group, on the other hand, were
traditionally taught the content and legal terms at class time. Those students were
also required to practice the same kind of legal writing as the experimental group.
However, unlike the experimental group, the students in the control group were
not asked to reflect, revise and rewrite their essays in class as most of in-class
time was spent on giving lectures. After that, the post-test of the legal English test
was administered to both groups to check whether there is any difference in terms
of their performance.

Findings and Discussion

Findings
Research question 1: Do flipped classroom models have an effect on the students’
achievement in their overall legal English proficiency?
Before the treatment, paired samples t-test was conducted in order to
investigate whether or not there was any difference between the control and
experimental groups in terms of legal English usage in listening, reading and
writing skills. The result was shown in table 1.

Table 1. Paired samples t-test analysis for pre-test scores of groups

Group Statistics
Group N Mean Std. Deviation Std. Error Mean
Pre-test Experimental group 25 5.760 .3452 .0690
Control group 25 5.904 .5232 .1046

Table 1 indicated that in terms of students’ overall legal English proficiency

performance there was no statistically significant difference in the pre-test scores
of the experimental group and the control group with a mean of 5.760 and 5.904
respectively. In other words, it was concluded that the legal English proficiency of
the participants in each group was equal. One thing to be noted is that the pre-test
contains different types of tasks including listening, reading and writing in new
areas of law, thus students are not familiar to those terms and tasks. The scores,
consequently, were at low rate.

Table 2. Comparison of pre-test, post-test scores - Control group

Mean N Std. Deviation Std. Error Mean
Pre-test Control 5.904 25 .5232 .1046
group 7.364 25 .5179 .1036
Post-test Control
group

Paired Samples Correlations

N Correlation Sig.
Control group pre-test & post-test 25 .154 .461

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Table 2 showed the results of paired samples t-test analysis for the pre-test
and post-test scores of the control group. According to the Table 3, there was a
difference between pre-test (M=5.904, SD=0.52321) and post-test (M=7.364,
SD=0.51796) scores of the control group in terms of overall legal English skills
performance. From the statistics, the adoption of the traditional method in the
control group had an effect on ESP students’ legal English performance.
However, it was not considered as significant.

Table 3. Paired samples pre-test and post - test Statistics – Experimental group
Mean N Std. Deviation Std. Error Mean
Pre-test Experimental5.760 25 .3452 .0690
group 8.536 25 .6940 .1388
Post-test Experimental
group

Paired Samples Correlations

N Correlation Sig.
Experimental Pre-test & Post- 25 -.114 .588
group test

Table 4. Comparison of pre-test, post-test scores - Experimental group

Paired Differences t df Sig.
Mean Std. Std. 95% (2-
Deviation Error Confidence tailed)
Mean Interval of the
Difference
Lower Upper
Pre-test -2.7760 .8095 .16 -3.11 -2.44 -17.1 24 .000
Post-test

A paired-samples t-test was also conducted to compare the mean scores of

pre-test and post-test of the experimental group. Table 3&4 showed that there was
a statistically significant difference between pre-test (M=5.760, SD= 0.3452) and
post-test (M=8.536, SD=0.6940) scores of experimental group with regard to their
legal English performance. The results indicated that the application of flipped
classroom model was found to significantly affect the students’ legal English
level.

Table 5. Comparison of post-test scores - Experimental and Control groups

Mean N Std. Deviation Std. Error Mean
Post-test Experimental 8.536 25 .6940 .1388
group 7.364 25 .5179 .1036
Post-test Control group

The statistics of table 5 showed that there was a statistically significant

difference between the post-test scores of the control group (M=7.364,

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SD=0.5179) and the experimental group (M=8.536, SD=0.6940). This indicated

that students who received instruction through portfolio technique were
significantly better at writing than those who received the traditional instruction in
the control group.

Research question 2: What are the students’ attitudes towards flipped classroom
model?
As can be seen from the table 6, flipped classroom model is not familiar to
almost students with 88% of surveyed participants admitted having no prior
experience of it. The application of flipped classroom concept in advance legal
English course is quite new to them.

Table 6. Familiarity of flipped classroom

Q0 I have a prior experience of flipped classroom
Frequency Percent Valid Percent Cumulative Percent
Valid No 22 88.0 88.0 88.0
Yes 3 12.0 12.0 100.0
Total 25 100.0 100.0
Table 7 demonstrated students’ attitudes towards the application of flipped
classroom model using a Likert scale with five options ranging from “strongly
agree – SA (5) to “strongly disagree” - SD (1).

Table 7. Students’ attitude towards flipped classroom

Items Mean SD
I have a positive attitude towards flipped classroom after the 4.04 .539
unit
The flipped classroom
Enabled me to be more responsible in learning 3.76 .779
Made me engaged with the activities 4.00 .645
Increased motivation to learn legal English 4.32 .557
Encouraged me to be an active learner. 3.80 .866
Improve my language proficiency
 3.68 .945
Helped me to understand the content easily 4.12 .833
Allowed for self-pace learning 3.80 .913
Allowed for interaction and communication 3.84 .898
Promoted cooperation among students 4.00 .645
Provided a good learning experience 3.73 .751
I have problem in having and using electronic devices 3.32 .852
I feel an increased workload that is stressful 3.88 .666
I feel confused about how to activate the provided classroom 2.52 .823
materials

As seen from Table 7, the majority of participants in the experimental group

indicated their positive attitude towards flipped classroom model with the high
mean of 4.04. At the same time, most of the statements relating to the positive
effects of flipped classroom gained the highly rate of agreement ranging from the

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mean of 3.68 to 4.32. This statistic showed that the application of flipped
classroom is beneficial to students’ learning in terms of raising motivation,
autonomy and responsibility and language proficiency.
Regarding the difficulties when applying flipped classroom model, most of
the students surveyed agreed that they felt more stressful and had problems in
using electronic devices with the mean of 3.88 and 3.32 respectively. Moreover,
half of students in experimental group felt confused about activating the provided
classroom materials.
In general, the students expressed a positive attitude towards the application
of flipped classroom with the high mean ranging from 3.32 to 4.32 (strongly agree
(5) to “strongly disagree” (1)).

Discussion
This study aimed to investigate the differences between the students’
academic achievement of the experimental group applied flipped classroom model
and the control group taught by the traditional method as well as and to identify
students’ views in the experimental group towards the flipped classroom. The data
from the pre-test, post- test and survey questionnaires were then gathered and
analyzed through the SPSS program. The statistics indicated important main
findings.
Concerning the first research question, the results of the post-test revealed
that students in the experimental group were significantly better at their academic
achievement in legal English than those who received the traditional method
instruction in the control group. From the statistics, it can be seen that the current
study shares similar findings with the previous ones such as the studies carried out
by ALzwekh (2014) and Almusawi (2014) on the impact of flipped classroom
model on both content and language teaching and learning in comparison with the
traditional teaching method. Those studies pointed out a variety of
recommendations, including: the need to encourage the university instructors to
use the flipped classroom strategy and holding seminars, courses, and training
workshops on applying the flipped classroom strategy.
In response to the second research question, survey questionnaires were
administered in order to examine students’ views on the flipped classroom
strategy. The results showed that the majority of the participants expressed their
positive attitudes towards the flipped classroom application in legal English
course. Most of the statements received a high rate of agreement among the
participants with the high mean ranging from 3.32 to 4.32. This study shared
similar findings with other studies (Hung, 2015; Moffett (2014); Tune et al
(2013), indicating that the students were motivated self-learning environment,
engagement in class activities and responsibility in learning. However, the
negative effects of flipped classroom concerning the problems in having, using the
technology as well as increasing the stress level received the high rate of
agreement with the mean of more than 3.00.
Flipped classroom is such an effective instructional technique that its
application affects students’ autonomy in learning process. This finding was
consistent with the previous studies, which indicate that students gain higher
autonomy in flipped classroom (Benson & Voller, 2014; Chen, 2017; Zainuddin
& Perera, 2017; Han, 2015). This is probably because the flipped classroom

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creates opportunity for students to develop their independence in learning rather

than the traditional classroom. It can be denied that the knowledge is not only the
main goal to teach, but how to learn is another important thing learners should be
provided. Students, therefore, had more chances to manage their own studying. In
other words, they take more responsibility for their independence learning.
Teachers in English language classes, in general and legal English ones, in
particular should make use of it instead of traditional teaching method to
motivate, thus, enhancing students’ academic achievement.

Conclusion
The study demonstrated the positive effects of the flipped classroom model
on students’ academic achievement, which was shown by much higher scores of
the post-test than the pre-test. In addition, the students in the experimental group
expressed their satisfaction on the application of flipped classroom in terms of
different criteria. However, there are several limitations to the current study.
Firstly, the factors including the age, gender of the participants, which were not
taken into consideration in this study, can be used in further studies to investigate
whether they neutralize the effects of the flipped classroom model on students’
academic performance or not. Secondly, the size of the participants in this study is
rather small. The results, to some extent, cannot reflect the behavior of a larger
population. Therefore, a greater number of participants should be involved in
future studies to increase the generalization of findings. Lastly, the study only
investigated the effect of flipped classroom model on students’ academic
achievement during a 15-week course, not specifically the performance of
separate sub-skills including listening, speaking, reading and writing skills. In
order to have a detailed insight into the usefulness of the flipped classroom
application, further research should be carried out to measure the degree of its
impact on those sub-skills over a longer period of time.

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