ABSTRACT
Innovative teaching in the form of the flipped classroom (FC) model has received significant concern in education in recent years, especially in the context of the COVID-19 pandemic. This educational practice has been widely applied in almost all levels, from primary to tertiary levels. This empirical study attempts to measure the effectiveness of the FC model for students’ legal English vocabulary learning as well as their perceptions of this model at a tertiary level at Hanoi Law University, Hanoi. A quasi-experimental approach was employed with sixty sophomores at the intermediate level who were randomly divided into experimental and control groups to achieve this aim. The experimental group received the FC model, while the traditional teaching method was applied to the control group. Also, survey questionnaires were distributed to the students in the experimental group to identify their perceptions of the FC model application on their legal English learning. The results revealed that there were statistically significant differences in the means of the post-test scores for the experimental group in comparison to the control group. Moreover, the majority of the students acknowledged that the FC model was effective for their vocabulary learning. It is hoped that these findings encourage instructors of English to use the FC model to enhance English teaching and learning processes. © Common Ground Research Networks.