Đề xuất mô hình dạy học kĩ năng nói tiếng Anh cho học sinh trung học cơ sở: Trường hợp tích hợp hoạt động thủ công - mĩ thuật theo mô hình “Lớp học đảo ngược”

Tóm tắt

Currently, in secondary schools, especially in rural areas, developing students' speaking skills still faces many significant challenges. Students often experience anxiety when speaking, lack confidence, and have limited opportunities to communicate. This paper proposes the “Make-and-Speak” pedagogical model, which integrates Arts and Crafts activities into English speaking instruction for lower secondary students through a flipped classroom approach. Grounded in Kolb’s experiential learning theory, Vygotsky’s sociocultural perspective, and Ryan & Deci’s self-determination theory, the study elucidates how physical artistic products serve as “scaffolding” to lower the affective filter and alleviate speaking anxiety. Distinct from isolated teaching techniques, the model is structured as a strategic instructional framework implemented across thematic units. It divides the pedagogical process into two core stages: MAKE (tangible product creation at home) and SPEAK (interactive language production in class). Drawing on evidence from a pilot implementation, the paper analyzes the transition from physical creation to the establishment of product ownership, thereby confirming the model’s feasibility and effectiveness in boosting intrinsic motivation for students in resource-limited rural contexts.