The Use of Flipgrid in Improving Secondary School Teachers’ Motivation and Confidence in Speaking English
DOI:
https://doi.org/10.30762/jeels.v10i1.842Keywords:
Confidence, Flipgrid, Motivation, Perception, Speaking PracticeAbstract
This case study sought to determine the effectiveness of Flipgrid in enhancing the speaking abilities of 20 secondary school teachers representing a variety of subject disciplines. After recording three video monologues and writing reflective journals about their practice experience, all participants responded to questionnaire and interview to express how Flipgrid affected their motivation and self-confidence in speaking English along with their perception of the platform. The interview data was analyzed using Nvivo software by utilizing In Vivo coding. Then, the analysis result was triangulated with the questionnaire. It was concluded that Flipgrid was suitable for participants with English basic proficiency. It also assisted those with intermediate and advanced levels to practice speaking English independently. All participants were motivated due to the excitement, enjoyment, challenge, and self-assurance to speak more effectively. It affected their confidence because their pronunciation, vocabulary, fluency, and grammar improved. Despite minor obstacles in operating Flipgrid, it was considered effective due to its accessibility, helpfulness, and friendliness. This research revealed that using Flipgrid and combining it with face-to-face learning would be a good way to practice speaking English and in future studies, the efficacy of these two strategies would be worth investigated.
References
Abugohar, M. A., Yunus, K., & Ab Rashid, R. (2019). Smartphone applications as a teaching technique for enhancing tertiary learners’ speaking skills: perceptions and practices. International Journal of Emerging Technologies in Learning 14(9), 74. https://doi.org/10.3991/ijet.v14i09.10375.
Ahn, T. & Lee, S. (2016). The user experience of a mobile speaking application with automatic speech recognition for EFL learning. British Journal of Educational Technology. 47(4), 778–786. https://doi.org/10.1111/bjet.12354
Aindra, A.D., Wibawa, A.P., & Nurhadi, D. (2022). Teacher’s competence and performance: A systematic theoretical study. International Journal of Education and Learning. 4(1), 65-80. doi: 10.31763/ijele.v4i1.397.
Bayar, A. (2014). The components of effective professional development activities in terms of teachers' perspective. International Online Journal of Educational Sciences, 6, 319-327.
Benson, P., & Chik, A. (2010). New literacies and autonomy in foreign language learning. In M. J. Luzón, M. N. Ruiz-Madrid, & M. L. Villanueva (Eds.), Digital genres, new literacies, and autonomy in language learning (pp. 63-80). Cambridge Scholars.
Blair, L. (2016). Choosing a methodology. In Writing a graduate thesis or dissertation (Volume 4, pp. 60). Sense Publishers.
Blyznyuk, T., Budnyk, O., & Kachak, T. (2021). Boom in Distance Learning During the Coronavirus Pandemic: Challenges and Possibilities. Journal of Vasyl Stefanyk Precarpathian National University, 8(1), 90-98. https://doi.org/10.15330/jpnu.8.1.90-98
Brown, H. D. (2014). Principles of language learning and teaching (6th ed.). Pearson Education.
Budiarta, I. K., & Santosa, M. H. (2020). TPS-Flipgrid: Transforming EFL speaking class in the 21st century. English Review: Journal of English Education, 9(1), 13-20. https://doi.org/10.25134/erjee.v9i1.3824
Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (2014). New literacies around the globe. Policy and pedagogy. Routledge.
Burston, J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. https://doi.org/10.1080/09588221.2014.914539
Concheiro, P., Espejel, O., & Pujolà, J. T. (2021). Flipgrid, a video app for virtual exchange, propinquity, and language learning. Perspectiva, 39(1), 1-17. http://dx.doi.org/10.5007/2175-795X.2021.e70066
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed). SAGE.
Damayanti, I. L., & Citraningrum, E. (2021). Flipgrid: A Pathway to Enhance Students’ Speaking Performance. In Thirteenth Conference on Applied Linguistics (pp. 90-95). https://doi.org/10.2991/assehr.k.210427.014
Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research. Sage.
Dettinger, M. (2018). Flipgrid. Baton Rouge: Software Reviews.
Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Fahey, S., Moura, K., & Saarinen, J. (2019). The educator’s guide to Flipgrid (Vol. 4). Retrieved from https://static.flipgrid.com/docs/Flipgrid_eBook_2nd_edition.pdf.
Green, T., & Green, J. (2018). Flipgrid: Adding voice and video to online discussions. TechTrends, 62, 128–130. http://doi.org/10.1007/s11528-017-0241-x.
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416. https://doi.org/10.1080/15391523.2009.10782536
Li, W. (2018). Mentoring for teachers’ competencies development in the 21st century. In 3rd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2018). https://doi.org/10.2991/mmetss-18.2018.109
Lowenthal, P. R., & Moore, R. L. (2020). Exploring student perceptions of Flipgrid in online courses. Online Learning, 24(4), 28-41.
Inayah, R., & Lisdawati, I. (2017). Exploring Students’ Difficulties in Speaking English and Their Attitude. Journal of English Language Pedagogy, Literature and Culture 2(1), 12-23. https://doi.org/10.35974/acuity.v2i1.585.
Kirkgoz, Y. (2011). A Blended Learning Study on Implementing Video Recorded Speaking Tasks in Task-Based Classroom Instruction. The Turkish Online Journal of Educational Technology 10(4), 1-13.
Hyland, K. (2013). Teaching and Researching Writing (2nd ed.). Routledge. https://doi.org/10.4324/9781315833729
McClurg, C. & McAndrews, L. (2016). Going native to reach the digital natives: New technologies for the classroom. International Textile and Apparel Association Annual Conference Proceedings 73(1).
Wheeldon, J., & Ahlberg, M. K. (2012). Visualizing social science research: Maps, methods, & meaning. Sage.
Soto, S. T., Espinosa Cevallos, L. F., Vargas Caideco, E., Cajamarca Illescas, M., Fontaines Ruíz, T., & Carrera, D. (2017). How does explaining content through videos benefit language learners? Esp students tell us about it. Turkish Online Journal of Educational Technology. Special Issue for IETC 2017. 385-391
Thornbury, S. (2013). How to teach speaking. Essex, England: Pearson.
Tuyet, T. T. B., & Khang, N. D. (2020). The influences of Flipgrid app on Vietnamese EFL high school learners' speaking anxiety. European Journal of Foreign Language Teaching, 5(1), 128-149. doi:10.46827/ejfl.v5i1.3264.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
