Bài báo khoa học

In recent years, flipped learning has emerged as a new pedagogical strategy for teaching and studying at tertiary level. However, the implementation of this approach in enhancing students’ engagement and increasing their satisfaction can be fraught with challenges. This study aims to analyze the effectiveness of an innovative strategy combining gamification and flipped learning on EFL students against the single utilization of flipped classroom. A fifteen-week General English course delivered to first-year students in Foreign Languages Department, Vinh University with a major in English Teaching Education. A quasi-experimental design based on quantitative methodology has been carried out with a validated questionnaire. The research has set up two groups of students: (1) an experimental group of 60 students with Quizizz application experience and (2) a control group of 32 students through non-gamified flipped learning with only exercise sheets. The results determine a positive impact of gamification in flipped learning on learners’ autonomy and improved students’ class engagement. Nevertheless, various technological and delivery challenges faced by both students and teachers have been revealed in this research.