This research aims to investigate university students' problems and reasons and find solutions to the problems. The researcher utilized the questionnaire to investigate this kind of problem of 84 Faculty of Foreign Languages (FFL) sophomores from class 20AV01 and conducted paired samples T-test on one of the classes, which consisted of 22 participants in the experimental group within a month. The findings show that FFL sophomores- their listening ability, in general, was lower than expected since a considerable number of them could only understand simple and slow English utterances. The lack of vocabulary and pronunciation knowledge and in respect of speaker factors, "informal language", "fast and instant speech", and "the accents" from the speaker are the main causes of their failure to understand English utterances. The Paired-Samples T-test results revealed a significant difference between the pretest and post-test scores (r=0.529, p<0.001), and on average, the post-test scores were 14.3 points higher than the pretest scores. This finding suggests the importance of vocabulary and pronunciation in English listening and self-study through mass media should be taken into more concern.
The combination of virtual learning with classroom-based instruction as an innovative method to enhance students' learning in active practice has attracted ample interest from researchers and practitioners in the field of second language learning. Several previous studies have elucidated students' perceptions of the benefits and challenges of attending the flipped classroom (FC). Nevertheless, the ones addressing instructors' perspectives on the flipped classroom model and practice, especially in the context of English language teaching at the tertiary level in Vietnam, were scattered, flimsy, and inconclusive. Thus, a case study approach employing a questionnaire, interview, and observation investigated teachers' perceptions of the FC in tertiary education. An in-depth interview following a questionnaire that was delivered to 40 teachers at a foreign language faculty was conducted to have more valuable details about the advantages and disadvantages of the FC, while several observations were conducted to see how FC is applied in practical teaching situations. The findings clearly showed that the majority of the instructors were in favor of the FC model despite visible challenges. As long as these prerequisite requirements had to be taken into account - students' preparation at home, time expansion for active practice, and teachers' huge effort in preparation, a successful FC was reachable.
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