What is the following part?

This study concentrates on the positive and negative factors affecting IUH English majors’ motivation in learning to speak English. Firstly, the writer wants to discover the factors which positively affect students’ motivation in learning to speak English. Secondly, among the factors that contributes motivation the writer would to know which factor that students did not experience during the learning process. Thirdly, the writer wants to point out factors that have negative affect in learning speaking English. Additionally, throughout this study, the writer hopes that teachers of FFL of IUH can considerately choose teaching aids as well as appropriate activities which are more effective that can encourage students to pay more attention on the lessons as well as help other learners to be more motivated and active in speaking English class.

What is the following part?

Firstly, the study will provide overview about factors that has positive effects or motivation. From there, the teachers can understand it clearly and adjust the lessons appropriately.

Secondly, the teachers also have an opportunity to experience negative factors affecting students in learning to speak English. Thus the teachers can choose for themselves appropriate solutions for problems.

Moreover, the result of research does not only focus on demotivate factors that accidentally appear in junior students but it also provides information about motivation factors. Therefore, the teachers may consider applying the data for other courses to improve the students’ performance better.

What is the following part?

The study focuses on answering the following questions:

1. What are the perceptions of the first-year English majored students at IUH about the effects of background knowledge on reading comprehension?

2. To what extent does background knowledge affect reading comprehension of the students?

3. What are the differences in the reading comprehension scores when the students are familiar with the background knowledge of the reading passage?

What is the following part?

Of the four language skills, reading is considered as the most relevant one to background knowledge, especially to first – year English majored students. At this stage, students have just completed courses of study in secondary and high schools, they have gained necessary experience, and skills.According to Ruddell (1985),

Reading is the act of constructing meaning while transacting with text. The reader makes meaning through the combination of prior knowledge and previous experience, information available in text, the stance he or she takes in relationship to the text and immediate, remembered or anticipated social interaction and communication.

In reality, ‘background knowledge’ and reading are not new and strange definitions for students; however, they have been ignored and neglected over a long period time. The writer is not the first person to talk about the effects of background knowledge on reading comprehension. However, the foundation of this thesis is based on the theoretical view of reading, which guides and directs the writer to achieve the particular aims and objectives in her research.

What is the following part?

My research includes five chapters; each chapter has its own content:

Chapter 1, Introduction, includes the statement of problem, purposes, significance, research questions, limitation, scope and overview of the study. At first, the writer showed the problem that English-majored freshmen faced. Continuously, the writer gave the purposes of the study so that students can understand the aims of the research easily. Then the researcher emphasized the importance of the study and provided the research questions. During the time of conducting this study, there were some limitations so the next part was used to mention them. The scope of the study, English-majored freshmen at IUH was also stated. And the final part is the design of the thesis.

The second chapter is Literature Review. It mentioned the theory of listening skill and note-taking skill. For the first part, the writer reviewed the definitions, importance of listening skill and some question types.

It can be said that technology has a significant impact on language teaching and learning in various ways throughout the world and a variety of learning approaches have provided for students. Recent years have witnessed the emerging of a new teaching model blended learning and flipped classroom, which combines conventional instruction with online tasks and activities, and provides a collaborative, student-centered learning environment [1]. In fact, students do not have many opportunities to dig deeper into knowledge because the limited in-class time intends for teaching and learning theories. Therefore, integrating flipped classroom instruction is very essential because this model creates opportunities for students to be exposed to significant inputs and practices both inside and outside the classroom. However, its applications in English language teaching are scarce in Vietnam.

Although many educators have stated the positive effects of flipped classrooms, only a few works in literature have focused on the advantages, challenges, and technological tools of this teaching method. Deriving from the above-mentioned reasons, this research is conducted. The researchers expect that this study will provide teachers and learners detailed aspects of the flipped classroom to implement this teaching model more widely and successfully at IUH in particular and in Vietnam in general.

This study aims to address the following research questions:

1. What are the benefits of applying the flipped classroom approach to teaching English to second-year English majors at FFL of IUH?

2. What are the challenges of applying the flipped classroom approach to teaching English to second-year English majors at FFL of IUH?

3. What technological tools and online platforms have been used for implementing the flipped classroom at FFL of IUH?

In this study, the researchers would like to discover the advantages of the flipped classroom method in teaching and learning English at FFL of IUH. Besides, the researchers hope to find out the challenges of this method in teaching and learning English that the teachers and students have encountered. Specifically, the researchers would explore which online tools are favored and used popularly and effectively by the targeted students at IUH in the hope that these useful tools can benefit more teachers and students.

The investigation was based on the curriculum and environment of teaching and learning at FFL of IUH. To ensure and increase the reliability of the result of this research, the participants of this study have to satisfy three demands: their mother tongue is Vietnamese, their first foreign language is English, and they have experienced the flipped classroom method. Because of the researchers’ limited ability and time constraints, this study only comprises the small number of sophomores at FFL of IUH.

In general, the study covers what benefits and challenges of the flipped classroom from teachers’ and students’ perspectives. The researchers want to find out the most effective tools during students’ studying time so that the teachers at IUH can take advantage of those to facilitate language teaching and learning.