A case study of the flipped classroom approach for translation studies in Vietnam

Nguyen, Quang Nhat (2021) A case study of the flipped classroom approach for translation studies in Vietnam. PhD thesis, University of Nottingham.

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Traditional methods of lecture-based teaching are still pervasive in many Vietnamese translation courses at Higher Education (Pham, 2016). This study presents an alternative, practical and a more efficacious way to improve the quality of translation training in Vietnam. It examines a novel flipped classroom approach aimed at providing dynamic and novel instructional learning of two Translation modules in a Vietnamese public university. The alternative approach inverts the traditional teacher-learner roles, and makes it culturally-appropriate and contextually-relevant to the local context. This approach was adapted from the three-stage framework of Zhai et al. (2017), taking careful consideration of all the relevant factors within the implementation process based on Activity theory. Using a case-study research design proposed by Yin (2014), this study aims to:

(1) provide a deep insight into how the flipped classroom approach can be applied in an actual scenario to demonstrate how relevant factors were exploited in the translation training process;

(2) exemplify the educational benefits of this flipped classroom approach towards learners’ improvement in translation competence over the course via various assessment task types;

(3) investigate how this flipped classroom approach could re-orientate learners’ translation habits to use professional strategies appropriately;

(4) examine learners’ perceptions towards the educational benefits of this new approach on their translation improvement;

(5) explore learners’ perceptions towards different elements within the flipped classroom approach on learners’ skill mastery; and

(6) find out the challenges that are encountered by Vietnamese learners during the implementation of the flipped classroom approach.

A total of 79 junior students that was conveniently selected at a public university in Ho Chi Minh City, Vietnam participated in the study from February to July of the 2018-2019 academic year. The research used content analysis of one specific learning scenario, assessment analysis to describe how learners’ skills competence was fostered over the course, and semi-structured interviews to examine the benefits and challenges of the flipped classroom approach, paying special consideration to various elements of Activity theory (instruments, rules, community and division of labour). The collected findings revealed that this approach based on a research-informed framework could not only bridge the gaps in the relevant literature of flipped learning, but also could help learners improve various aspects in translation studies. Moreover, learners were able to develop better translation habits while completing their assignments, as well as enhance their perceptions towards the translation training process. Finally, challenges faced by learners during the implementation were mitigated by a careful consideration of the contradictions within the flipped classroom approach identified through the analytical lens of Activity theory.

Item Type: Thesis (University of Nottingham only) (PhD)
Supervisors: Lee, Kean Wah
Szabo, Csaba Zoltan
Keywords: flipped classroom approach, benefits, translation studies, students’ perceptions, competences, activity theory
Subjects: L Education > LB Theory and practice of education
Faculties/Schools: University of Nottingham, Malaysia > Faculty of Arts and Social Sciences > School of Education
Item ID: 61540
Depositing User: Nguyen, Quang
Date Deposited: 24 Feb 2021 04:40
Last Modified: 24 Feb 2021 04:40
URI: https://eprints.nottingham.ac.uk/id/eprint/61540

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