VietTESOL International Convention 2026

Abstract
This study investigates the effectiveness of applying the flipped classroom approach in teaching speaking skills for Business English 2 to first-year students at College of Foreign Economic Relations. The research aims to examine whether the flipped classroom model can improve students’ speaking performance, classroom engagement, and learning motivation.
A quasi-experimental methodology was employed involving two groups of first-year students in non-major classes. The experimental group was taught using the flipped classroom model, in which students studied instructional videos, vocabulary, and speaking materials before class, while in-class time focused on collaborative speaking activities, discussions, and role-plays. Meanwhile, the control group received traditional teacher-centered instruction. Data were collected through pre-tests and post-tests of speaking performance, classroom observations, and students’ academic scores.
The findings revealed that students in the flipped classroom group showed significant improvement in their speaking scores compared to those in the traditional class. In particular, students demonstrated better fluency, pronunciation, vocabulary usage, and confidence in business communication tasks. Furthermore, the flipped learning environment increased students’ participation and encouraged greater learner autonomy and active interaction during speaking lessons.
The study concludes that integrating flipped classrooms into teaching Business English 2 can positively impact students’ speaking achievement and learning attitudes at the higher level education. The research also provides pedagogical implications for English lecturers seeking innovative methods to enhance students’speaking skill at colleges and universities in Vietnam.
Keywords: flipped classroom, speaking skill, first-year students, learner autonomy, speaking performance.