Speaker
Description
This literature review investigates the potential of the flipped classroom approach to improve reading skills among non-English major university students in English as a Foreign Language (EFL) contexts. It synthesizes findings from recent international and regional studies that explore the integration of pre-class digital learning with in-class active engagement in developing reading comprehension, alongside related areas such as vocabulary acquisition and learner autonomy. The review identifies various instructional strategies—such as video lectures, digital reading platforms, and task-based learning activities—that contribute to more effective and engaging reading instruction. It also highlights challenges including disparities in digital literacy, inconsistent instructional design, and limited access to technological resources. Moreover, the review examines the roles of teacher readiness and institutional support in the successful implementation of flipped classrooms. By identifying current gaps in the literature—especially in longitudinal studies and context-specific evaluations—this review offers valuable insights for educators, curriculum designers, and researchers seeking to enhance EFL reading pedagogy for non-English majors in higher education.
Biography
Nguyễn Yến Khoa holds a Master’s degree in Applied Linguistics and is currently a Lecturer at Hong Bang International University, Vietnam. Her primary areas of expertise include second language acquisition, English language teaching methodology, and the integration of innovative pedagogical models into classroom practice. She has taught a wide range of English language skills courses, with a strong emphasis on learner engagement, critical thinking, and communicative competence. Her research interests focus on effective strategies to foster reading comprehension, learner autonomy, and language learning motivation, particularly among non-English major students in EFL contexts.
In addition to her teaching responsibilities, she plays an active role in curriculum development, program design, and academic advising. She has been involved in designing and revising syllabi that align with learner needs and current educational standards. Passionate about student-centered learning, she regularly mentors undergraduate students, supporting their academic development and guiding them toward future professional pathways. Her dedication to language education continues to drive her contributions to the field.
