Breaking The Ice: Using Flipgrid To Enhance English Speaking Skills PDF

Breaking the Ice: Using Flipgrid to Enhance English Speaking Skills Phan Thi Anh Nga1, Le Huong Hoa2 and Phan Gia Anh Vu3 1 HCMC University of Foreign Languages - Information Technology, Vietnam ([email protected]) 2...

Breaking the Ice: Using Flipgrid to Enhance English Speaking Skills Phan Thi Anh Nga1, Le Huong Hoa2 and Phan Gia Anh Vu3 1 HCMC University of Foreign Languages - Information Technology, Vietnam ([email protected]) 2 People’s Police University, Vietnam ([email protected]) 1,3 HCM University of Education and Technology, Vietnam ([email protected]) ABSTRACT Flipgrid provides an interactive platform for language learners, allowing students to practice speaking skills in a supportive environment (Miskam & Saidalvi, 2019). This study investigates the perceptions of Vietnamese EFL students regarding Flipgrid's effectiveness in developing their English-speaking skills. Using a pilot study, data were collected from 30 undergraduate students at a state university in the South of Vietnam through surveys, interviews, and video submissions. The findings reveal that Flipgrid significantly enhances learner engagement, confidence, and motivation, leading to improvements in pronunciation, fluency, and overall communication abilities, largely due to features like video recording and peer feedback. The platform's asynchronous nature also supports flexible learning, accommodating varying schedules and paces. These results highlight the potential of integrating technology into language learning, offering valuable insights for educators and policymakers aiming to enhance EFL instruction with innovative digital tools. Keywords: Flipgrid, Speaking skill, English as a Foreign Language, Higher education, VSTEP Introduction In early 2020, studies highlighted that many young graduates in Vietnam faced unemployment due to insufficient English skills, emphasizing a significant issue in language education (Welsh & Chang, 2020). In response, Vietnam's National Foreign Language Project 2020 aims to address the issue of unemployment among young graduates due to insufficient English skills. The project integrates the Common European Framework of Reference for Languages (CEFR) into the curriculum to improve language proficiency through student-centered learning (Sabudin, 2020). However, challenges in English proficiency, particularly speaking, persist. Flipgrid, an ICT platform for interactive learning via video responses, presents a promising solution. It helps alleviate psychological factors like anxiety by fostering a supportive environment. This research aims to explore primary students' attitudes towards using Flipgrid to enhance their English-speaking skills. Flipgrid promotes peer interaction, enhances communication (Fajardo-Guapisaca & Argudo-Garzón, 2022), improves discourse and pronunciation (Lim et al., 2021), and reduces anxiety related to English learning (Tuyet & Khang, 2020). However, research on its role in foreign language education remains limited (Hammet, 2021), particularly regarding Vietnamese students' attitudes towards acquiring English-speaking skills in VSTEP university classrooms. This study aims to introduce Flipgrid as an extracurricular activity for first-year engineering students in a General English course. Research Questions 1) How does Flipgrid impact the students' real language confidence, critical engagement and strong motivation? 2) What are the advantages and disadvantages of using Flipgrid in their language learning process? 3) How do students feel about the implementation of Flipgrid? By addressing these questions, the research hopes to provide valuable insights into the role of digital tools in language education. Literature Review English, as a global language in the era of globalization, has attracted significant attention from researchers who have explored its use across various contexts. With the rapid advancement of technology, numerous studies in the field of education have sought to understand the integration of information and communication technology (ICT) in both teaching and learning English as a foreign language (EFL). While the literature addresses a wide range of contexts, this review concentrates on four recurring themes: speaking skills, the impact of ICT tools on speaking skills, the use of Flipgrid, and previous studies. The theme regarding attitudes towards ICT tools in English learning is examined in the context of the technology acceptance model (TAM). Speaking skills People often ask 'Can you speak English?', but they rarely address writing skills or other linguistic abilities. Language learners often prioritize speaking as a key indicator of success in language acquisition, with it being considered the most essential skill among listening, speaking, reading, and writing (Ur, 2000). Speaking is considered a comprehensive command of a language, demonstrating an individual's communication abilities (Zaremba, 2006). Research by Brown and Lee (2015) identifies reading, listening, writing, and speaking as the primary skills determining EFL learners' proficiency. Proficiency in speaking reflects a learner's ability to communicate effectively across contexts, showcasing their comprehension and mastery of the language. However, challenges remain regarding students' English-speaking skills in the Vietnamese context. Challenges in Students' English Speaking Skills Vietnamese undergraduate students face challenges in developing effective English speaking skills, including limited exposure to the language, insufficient vocabulary, and limited practice opportunities (Dao, 2017 and Quyen et al., 2018). These obstacles hinder students' proficiency and motivation, particularly in meeting B1 level standards as outlined by the Common European Framework of Reference (CEFR). The lack of a conducive learning environment, including limited exposure to native speakers and insufficient practice opportunities, remains a significant barrier (Nguyen, 2024). The primary objective of teaching speaking is to cultivate students' communicative competence, which includes building and sharing meaning through verbal and non-verbal symbols. Technology has transformed how speaking skills are developed and practiced, enhancing pronunciation, fluency, and overall oral performance (Sosas, 2021). Impact of Digital Tools on Speaking Skills Digital tools have significantly improved teaching and practice of speaking skills. Video-based discussion platforms like VoiceThread and EdConnect enable real-time conversations and immediate feedback, enhancing language fluency, accuracy, and complexity (Lowenthal & Moore, 2020). These platforms also extend learning beyond the classroom, fostering social interactions and reinforcing course content. Digital storytelling, which integrates voice, images, and music, helps students organize thoughts, pose questions, and communicate effectively, enhancing engagement and fostering a more nuanced understanding of language use and communication (Ohler, 2013). Flipgrid as a Tool for Enhancing Speaking Skills Flipgrid is a digital learning platform introduced by Professor Charles Miller in 2014 that enhances speaking practice by allowing teachers to create virtual communities through discussion prompts and short video recordings (Young, 2018). It fosters continuous peer interaction and collaborative learning, simulating real- life conversations. Features like content monitoring and editing allow students to develop their speaking skills at their own pace. Research shows that Flipgrid improves communication efficiency through body language, facial expressions, and tone of voice (Petersenet et al., 2020; Lim et al., 2021; Huertas, 2021). Studies have shown improvements in speaking abilities and self-confidence among students using the platform (McLain, 2018). In Vietnam, it has reduced anxiety among EFL students and provided a low-stress environment for language practice (Tuyet and Khang, 2020). Technology Acceptance Model (TAM) The Technology Acceptance Model (TAM), first proposed by Davis (1989), is a theoretical framework that explains how students' attitudes towards ICT affect their use of e-Learning tools. It identifies two key factors: perceived ease of use (PEU) and perceived usefulness (PU). Research shows that PEU positively influences both attitudes and perceptions of PU, and that students are more likely to perceive MOOCs as valuable if they find them easy to use (Wu and Chen, 2017). However, its application to specific tools like Flipgrid has been limited. This study aims to explore EFL students' attitudes towards using Flipgrid in a Year 1 VSTEP classroom to learn English-speaking skills. Program Goals and Objectives As previously noted, the "Project 2020", formally referred to as the “National Foreign Language Project” (NFLP), aims to improve English-speaking skills among Vietnamese students at various educational levels. According to "Decision No. 1400/QĐ-TTg dated September 30, 2008", a primary goal is to ensure that by 2020, a significant proportion of Vietnamese students can confidently use English in communication, academic, and professional settings. However, Vietnamese test-takers have a lower average Speaking score compared to other Asian countries. Specifically, the average Speaking score was 14/30 in the TOEFL exam (ETS, 2022) and 5.8 in the IELTS exam (British Council, 2023). To address this, Flipgrid was introduced as a tool to facilitate speaking activities in the classroom with appropriate VSTEP levels. Methods Pedagogical Setting & Participants This study involved a pre-intermediate communication ability freshmen university class of 30 students. The class was comprised of students enrolled in an engineering program. These participants are considered to be today's 'Gen Z' and have grown up with easy access to digital resources. Students were therefore expected to own and use smartphones in class and outside of class for speaking tasks and exercises. A total of 30 students were invited to participate in the study. Out of them, 12 were studying B.Sc. in Aviation Technologies, while 7 were Air Transport and 11 who were studying Air Traffic undergraduates at a state university in HCM city, Vietnam (Table 1). Table 1: Breakdown of survey respondents by course B.Sc. Aviation Technologies 12 B.Sc. Air Transport 07 B.Sc. Air Traffic 11 Total 30 Methodology The methodology was developed to evaluate a small-scale project that required students to use Flipgrid to conduct speaking activities. Given (2016) defines, “A pilot study is a small-scale phase of a larger project, which is designed to test the approaches that will be used in the final study” (p. 112). This limited study aims to evaluate a technological application that can aid language learners in engaging with second language production for the initial time on such an application. If Flipgrid proves to be successful, it will be incorporated into a broader program that encompasses the creation of online language courses with spoken components. Before the beginning of the study, undergraduate students expressed a general interest in the topic. A pilot test will be conducted to assess the viability and functionality of the research instrument in collecting the data. A cohort of 10 learners will be selected to participate in the pilot study, and seven of these learners will be interviewed, mirroring the target participants in the main research. The pilot study will be conducted to eradicate any potential misperceptions or errors on the part of the participants, and to enable the researcher to make any necessary modifications to the research instruments. After the data have been analyzed, some items from the questionnaire and semi-structured interview will be revised and refined if necessary. Since the respondents were anonymous, they were given a pseudonym. Scoring Rubrics The study used the VSTEP (Vietnamese Standardized Test of English Proficiency) speaking assessment criteria to evaluate students' English speaking skills using Flipgrid video discussion platforms. The researchers assessed students' speaking samples by peers and instructors using the VSTEP rubric. The aim was to understand the impact of Flipgrid on students' English speaking skills without a statistical comparison. This qualitative approach allowed for a deeper understanding of students' experiences and perceptions, allowing for a deeper understanding of contextual factors contributing to changes in speaking abilities. The researchers aimed to develop a more holistic understanding of Flipgrid's impact, rather than relying solely on numerical test scores. Research Instruments Online Questionaires The study employed an online questionnaire as the first research instrument to gather more specific data on the participants' attitudes towards the Flipgrid treatment. The online questionnaire format was chosen over traditional paper-based methods, as web-based questionnaires allow for quicker and more convenient data collection. The questionnaire consisted of two main parts. Part 1 collected demographic information such as gender, age, major, and English learning experience. Part 2 contained 15 statements across four constructs: (1) general perceptions of Flipgrid, (2) its impact on speaking performance and confidence, (3) its influence on engagement, collaboration, and speaking practice opportunities, and (4) perceptions of enjoyment, discussion, and motivation when using Flipgrid. A 5-point Likert scale was used for participants to self-evaluate the Flipgrid application. To ensure comprehension, the online questionnaire was provided in both Vietnamese and English. Anonymity was maintained by not requiring participants to provide their names. Online Interviews The study used online interviews to collect qualitative data on students' perceptions of Flipgrid, an English- speaking practice tool. The interviews, lasting 10-15 minutes, were conducted over five days with all seven students participating and coded as ST1, ST2, ST3,... to ST7. The interviews were meticulously documented and audio-recorded, providing supplementary evidence to the quantitative survey findings. The interviews allowed researchers to delve deeper into students' perspectives on the benefits and difficulties they faced during the Flipgrid application process. Interview protocols were developed to guide note-taking, and transcripts were translated into English for qualitative data content analysis. The interviews focused on students' motivation, attitudes towards Flipgrid, perceived changes in confidence, fluency, pronunciation, and overall communication skills, feedback on their speaking performance, and their preferences for better integration into the VSTEP classroom. The interviewees were recruited through various channels, including emails, seminars, and direct recommendations from course instructors. Five VSTEP Speaking Assessment Criteria The current study employed an official scoring rubric for VSTEP assessments, which has been approved by the Vietnamese Ministry of Education and Training (MOET) and utilized at the Ho Chi Minh City University of Education to train teachers and lecturers on scoring these tests. A summary of the key scoring criteria is presented as follows: Table 2: VSTEP Speaking Assessment Criteria The VSTEP speaking assessment assessed students' English speaking skills using five criteria: grammar, vocabulary, pronunciation, fluency, and structures. Each of these criteria was scored on a 0-10 scale. The study used both the official VSTEP scoring rubric and student-generated video artifacts for data collection. This comprehensive approach ensured the rigor and credibility of the evaluations, and allowed for future comparisons to broader MOET-recognized benchmarks of English language competency. The use of the standardized VSTEP rubric allowed for future comparisons of the study findings. Ensuring Credibility The study used various strategies to ensure its reliability and credibility. Triangulation was used to cross-verify findings from multiple data sources, providing a more nuanced understanding of how technology aids in developing English speaking skills among Vietnamese EFL students. Peer review was another crucial strategy, involving regular discussions with supervisors to refine the analytical approach and offer constructive feedback. Reflexivity was also emphasized to maintain objectivity and reduce personal bias. The researchers separated data collection and analysis phases, focusing on gathering participants' perspectives before interpreting the data. This approach allowed for a more impartial analysis, contributing to the study's credibility. By prioritizing participants' voices and experiences, the findings were grounded in authentic perspectives, adding depth and reliability to the conclusions drawn. Results and discussion Table 3 presents the background information of the study participants, offering a detailed overview of their demographic characteristics. This table includes key details such as age, gender, educational background, and prior experience with English language learning. By providing this information, the table offers a contextual understanding of the participants, which is essential for interpreting the study's findings. The diversity in the participants’ backgrounds contributes to the richness of the data and supports the broader applicability of the study's results. Table 3: Background information on study participants N=30 No. Information Option Frequency Proportion Male 18 60% 1 Gender Female 12 40% 18 24 80% 19 3 10% 2 Age 20 2 6.66% 21 1 3.33% 9+ years 25 83.3% 3 Years of learning English 8 years 3 10% 7 years 2 6.66% Poor 0 0% 4 Computer knowledge Fair 17 56.6%  Good 6 20% Very good 4 13.3% Excellent 3 10% Every day 27 90% Once a week 2 6.66% 5 Frequency of computer use Once a month 1 3.33% Never 0 0 Flipgrid impacts the students' Self-confidence The survey results demonstrate that Flipgrid positively impacts students' language confidence, with 73.33% expressing confidence in their project success. This finding aligns with Bandura's Social Learning Theory (1977), which emphasizes observational learning and social interaction in building self-efficacy. The strong mean score of 3.90 indicates overall confidence, though variability (standard deviation of 1.012) suggests some uncertainty among students, reflecting Deci and Ryan’s Self-Determination Theory (1980), which posits that motivation and confidence are influenced by feelings of competence and autonomy. Studies, such as those by Zheng et al. (2016), show that platforms enabling peer interaction, like Flipgrid, enhance engagement and confidence by providing a low-stakes environment for language practice. Regarding technical skills, 70.00% of students felt capable (mean score of 3.73), but a higher standard deviation (1.062) indicates some uncertainty, which relates to Vygotsky's Sociocultural Theory emphasizing the importance of social context in learning. To support students, educators could implement training sessions, as suggested by Lai and Hwang (2016), which found that targeted support improves technological skills. Additionally, 70.00% of students felt confident in performing Flipgrid assignments (mean score of 3.77), demonstrating the platform's effectiveness in promoting language proficiency, consistent with Constructivist Learning Theory. By allowing multimodal expression, as noted in research by Guo et al. (2020), Flipgrid encourages student investment in learning, thereby increasing confidence. Table 4: Survey items regarding the students’ perceptions related to Confidence Items Contents surveyed SD D N A SA Mean SD I was confident that I would be complete the 1 2 5 13 9 1.1 3.33% 3.90 1.012 Flipgrid project 6.67% 16.67% 43.33% 30.00% successfully. I was confident that I 1 4 14 7 4 3.73 1.2 would master all of the 3.33% 1.062 13.33% 13.33% 46.67% 23.33% technical skills. I was confident that I could perform 1 5 3 12 9 1.3 3.77 1.146 admirably on the 3.33% 16.67% 10.00% 40.00% 30.00% Flipgrid assignments. Notes: SD=strong disagree, D=disagree, N=neither agree nor disagree, A=agree, SA=strongly agree, SD= standard deviation Flipgrid impacts the students' Critical Engagement The survey data indicates that Flipgrid significantly enhances students' critical engagement, with 73.33% finding the tasks engaging (mean score of 3.73). This aligns with Constructivist Learning Theory, which emphasizes knowledge construction through active participation. The variability in engagement (standard deviation of 1.11) suggests differing student experiences, consistent with Chickering and Gamson’s Seven Principles for Good Practice that stress active learning. Research by Zheng et al. (2016) supports the idea that platforms facilitating peer feedback increase engagement by fostering a community of learners. Additionally, 73.33% of students felt a sense of control over their learning (mean score of 3.90), linking to Deci and Ryan’s Self-Determination Theory (1980), which highlights the importance of autonomy for intrinsic motivation. Moreover, 70.00% of students found the tasks meaningful (mean score of 3.88), echoing Kolb’s Experiential Learning Theory, which asserts that meaningful experiences enhance engagement. The variability (standard deviation of 1.24) suggests that not all tasks resonate with every student, indicating the need for diverse and relevant assignments, as supported by Guo et al. (2020). Table 5: Survey items regarding the students’ perceptions related to their engagement Items Contents surveyed SD D N A SA Mean SD 1 The Flipgrid tasks were very 4 3 16 6 1.4 3.33% engaging. 13.33% 10.00% 53.33% 20.00% 3.73 1.11 When doing the Flipgrid tasks, I 1 3 4 12 10 1.5 controlled my learning. 3.33% 10.00% 13.33% 40.00% 33.33% 3.90 1.12 The content of the Flipgrid tasks 2 5 5 12 6 1.6 was meaningful to me. 5.00% 12.50% 12.50% 30.00% 40.00% 3.88 1.24 Flipgrid impacts the students' strong motivation The findings on student motivation related to Flipgrid indicate a generally positive outlook, with 63.33% of students reporting enhanced enjoyment in learning English (mean score of 3.77). This aligns with Self- Determination Theory (SDT) by Deci and Ryan, which emphasizes the role of intrinsic motivation in facilitating deeper learning experiences. The enjoyment expressed by students highlights the importance of intrinsic motivation, as engaging with Flipgrid fosters creativity and self-expression, leading to greater persistence, as noted by Ryan and Deci (2000). Additionally, 66.66% of students found the project engaging (mean score of 3.67), reflecting Constructivist Learning Theory. Research by Zheng et al. (2016) supports this, indicating that peer interaction significantly enhances engagement and motivation. Variability in responses suggests the need for diverse tasks to cater to different learning styles. Furthermore, 73.33% viewed the project as challenging (mean score of 3.87), highlighting the importance of optimal challenge for maintaining motivation. According to Csikszentmihalyi's Flow Theory, balancing challenge and skill fosters immersion in learning. This is supported by Guo et al. (2020), who found that challenging tasks enhance motivation as students strive for mastery. Table 6: Survey items regarding the students’ perceptions related to Motivation Items Contents surveyed SD D N A SA Mean SD 0 The Flipgrid project made me 5 6 10 9 1.7 0.00% 3.77 1.08 like English more. 16.67% 20.00% 33.33% 30.00% 2 The Flipgrid project was 3 5 13 7 1.8 6.67% 3.67 1.19 interesting. 10.00% 16.67% 43.33% 23.33% The Flipgrid project was 1 4 3 12 10 1.9 3.87 1.12 challenging. 3.33% 13.33% 10.00% 40.00% 33.33% Findings the Advantages and Disadvantages of using Flipgrid in Language Learning Process Several classifications are used to categorize students' perspectives on the benefits and drawbacks of implementing Flipgrid. The codes and the direct citations that go with them are included in Table 7. Table 7: Benefits and drawbacks of Flipgrid  Category Code f Sample Sentences - Engaging video format 8 +“Flipgrid's interactive video format engaged students and encouraged participation” (ST1). - Collaborative learning 9 +“The platform facilitated collaboration and peer-to-peer Benefits environment learning” (ST2). - Mobile-friendly design 7 +“Flipgrid's mobile-friendly design made it accessible for students” (ST3). -Technical Difficulties 7 +“The app frequently experienced technical issues like crashes and audio problems” (ST7). -Steep Learning Curve 5 +“Students struggled to navigate the app and understand its features” (ST5). Drawbacks -Limited Customization 6 +“The limited customization options made it difficult to tailor the experience” (ST4). -Lack of Moderation Tools 4 +“The absence of robust moderation tools led to concerns about inappropriate content” (ST6). User feedback on Flipgrid as a language learning tool reveals both advantages and disadvantages that impact its effectiveness. Eight participants noted that Flipgrid’s interactive video format significantly enhances student participation, aligning with Constructivist Learning Theory, which emphasizes the importance of active engagement. Research by Zheng et al. (2016) supports this notion, indicating that peer interaction can boost levels of engagement. Additionally, nine participants highlighted Flipgrid's capacity for collaboration and peer-to-peer learning, resonating with Vygotsky's Sociocultural Theory, which asserts that social interaction is fundamental to cognitive development. One participant remarked, "Flipgrid facilitated collaboration and peer-to-peer learning" (ST2). Furthermore, seven participants appreciated the platform's mobile accessibility, which is crucial for modern learners. As noted, "Flipgrid's mobile-friendly design made it accessible for students" (ST3), reflecting Connectivism and its emphasis on the role of technology in learning. On the downside, seven participants reported significant technical issues, such as crashes and audio problems. Research by Bates and Sangra (2011) highlights the importance of technical reliability for maintaining student engagement. Additionally, five participants expressed concerns about navigating Flipgrid’s features, with one stating, "Students struggled to navigate the app and understrand its features" (ST5). Adult Learning Theory suggests that effective environments should minimize obstacles for learners. Six participants noted that limited customization options hindered their ability to tailor the user experience, with one participant saying, "The limited customization options made it difficult to tailor the experience" (ST4). Lastly, four participants raised concerns about inadequate moderation tools, which can lead to inappropriate content. One commented, "The absence of robust moderation tools led to concerns about inappropriate content" (ST6), emphasizing the need for a safe learning environment as outlined in the Community of Inquiry Framework. Findings on students feel about the implementation of Flipgrid very comforta ble comfortable fairly comforta ble not at all not very comfortable comfortable very comfortable fairly comfortable not very comfortable not at all comfortable  Figure 1: Level of comfort with the Flipgrid use According to the survey, four-fifths of respondents (80%), said they felt very comfortable using Flipgrid in the classroom. The Self-Determination Theory (SDT), which stresses autonomy and relatedness in motivating learners, is consistent with this high degree of comfort. Flipgrid appears to be user-friendly, as seen by the low discomfort rate of just a fifth (20%), which is consistent with Constructivist Learning Theory and Adult Learning Theory (Andragogy). The findings on the implementation of Flipgrid in language learning have significant practical implications for various stakeholders. For learners, the high comfort level with Flipgrid suggests increased engagement, enhancing speaking skills and language proficiency while fostering self- expression and confidence in a supportive environment. For teachers, the emphasis on engaging technology highlights the potential of Flipgrid to create dynamic, collaborative assignments that facilitate interactive learning and inform professional development. In curriculum planning, the positive reception of Flipgrid underscores the need to integrate digital literacy and interactive tools into language courses, promoting active participation through projects like video responses and peer reviews. Pedagogically, the findings advocate for constructivist approaches and blended learning models that combine traditional instruction with technology- enhanced activities, enriching discussions with diverse cultural perspectives. Lastly, for institutional policymakers, the findings emphasize the necessity of supporting technology integration through teacher training and resource allocation, guiding future educational initiatives to improve language learning outcomes across diverse populations. Limitations and suggestions for further research The study on Flipgrid's impact on English speaking skills in 30 first-year students in certain countries has limitations, including an uneven participation rate, insufficient representation across academic years, incomplete data, and limited member checks. The study's small sample size and constrained context make it difficult to generalize the findings. Future research should consider longitudinal studies with a larger sample size and conduct experiments or longitudinal studies using pre/post-tests to evaluate the role of dictionaries in specialized English learning environments. Additionally, investigating Flipgrid's adaptability and effectiveness across diverse cultural and linguistic contexts would provide valuable insights. Expanding the sample size and including a more diverse group of students would also enhance the generalizability of the findings. These approaches would deepen the knowledge of how Flipgrid influences English-speaking skills in different settings and among varied populations. Conclusion This empirical study, focusing on EFL students utilizing Flipgrid, demonstrates the platform's effectiveness in enhancing English speaking skills. The findings highlight Flipgrid's ability to create a supportive and interactive environment that encourages active participation in language learning. 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