A Case Study of Technology-Assisted Flipped Learning in Enhancing Learner Translation Capabilities and Its Mitigated Challenges

Abstract

This study presents a flipped classroom approach tailored to provide dynamic instructional learning of one translation module in Vietnam. The model took consideration of relevant factors of Activity theory (instruments, rules, community and division of labour) to (1) investigate how it could re-orientate learners’ translation habits, and (2) find out the mitigated challenges encountered by Vietnamese learners. 39 junior students at a public university in Vietnam participated in the study. The research implemented a case study design, using semi-structured interviews to examine in depth the benefits of this flipped setting and its actual challenges. The collected findings revealed that this approach could not only bridge the gaps in the relevant literature of flipped learning, but also could improve learners’ habits to use appropriate translation strategies. Finally, challenges faced by learners during the implementation were minimised, thanks to the systematic structure of the flipped classroom procedure and Activity theory.