https://doi.org/10.37815/rte.v36n2.1225

Original articles

EFL Learners' View on the Use of Flip for Oral
Practice

Perspectivas de
Estudiantes de Inglés como Lengua Extranjera sobre el Uso de Flip para la Práctica Oral

Graciela
Ferreiro Santamaria1 https://orcid.org/0009-0005-3976-8783

1Universidad Latina
de Costa Rica, San José, Costa Rica

[email-masked]

Sent:       2024/08/06

Accepted:       2024/11/22

Published:       2024/12/30

Abstract

Flip, a free video-based app, offers the
potential for creating interactive discussion spaces and promoting much-needed
oral practice for English as a Foreign Language (EFL) learners. This study
aimed to discover A1 learners' perceptions of Flip's usability, effectiveness
for oral practice, and perceived advantages and disadvantages. Thirty
university beginner students voluntarily participated in an online
questionnaire comprising closed-ended questions using the Likert scale and
open-ended questions aiming for qualitative data. Findings revealed that the
app was overwhelmingly well-received by students who found it easy to use,
practical, dynamic, and useful for oral practice. Cited advantages included
utility, accessibility, and the ability to view and learn from classmates'
videos. A few disadvantages were also mentioned, such as the need for a steady
internet connection and some anxiety about sharing videos publicly. The study
concluded that learners hold a positive view of Flip Flip
and that it should be more widely utilized by English teachers in their
classrooms, given its potential for facilitating oral practice and interactive
discussions among EFL students.

Keywords: application
software, language instruction, opinion, utility, oral expression, ICT.

Summary: Introduction, Literature Review,  Methodology, Findings and discussion, Conclusions
and limitations..

How to cite: Ferreiro, G. (2024).
EFL Learners' View on the Use of Flip for Oral Practice. Revista
Tecnológica - Espol, 36(2), 62-72. https://rte.espol.edu.ec/index.php/tecnologica/article/view/1225

Resumen

Flip, una aplicación gratuita en
formato video, ofrece un gran potencial para crear espacios de discusión
interactivos y promover la práctica oral tan necesaria para los estudiantes de
inglés como lengua extranjera (EFL). El objetivo de este estudio fue descubrir
las percepciones de los estudiantes de nivel A1 sobre la utilidad de Flip, su
eficiencia para la práctica oral y las ventajas y desventajas percibidas. Se
recopilaron opiniones de treinta estudiantes universitarios principiantes que
participaron de forma voluntaria a través de un cuestionario en línea con
preguntas tipo escala de Likert y preguntas abiertas para consignar datos
cualitativos.   Los resultados revelaron
que la aplicación fue extremadamente bien recibida por los estudiantes, quienes
la encontraron muy fácil de usar, práctica, dinámica y útil para la práctica
oral. Entre las ventajas citadas se incluyeron su utilidad, accesibilidad y la
capacidad de ver y aprender de los videos de sus compañeros. Se mencionaron
pocas desventajas, como la necesidad de una conexión a internet estable y
cierta ansiedad por ser vistos por los compañeros. El estudio concluyó que Flip
es muy apreciada por los estudiantes y debería ser utilizada más ampliamente
por los profesores de inglés en sus aulas, dado su potencial para facilitar la
práctica oral y las discusiones interactivas entre los estudiantes de EFL.

Palabras
clave: software, aplicación, opinión, estudio de lenguaje,
expresión oral.

Introduction

Teaching
English as a Foreign Language (EFL) has long presented numerous challenges,
particularly in oral communication. As Parr and Krashen (1986) asserted, two
key factors are essential for acquiring a foreign language: ample exposure to
comprehensible input and high levels of learner motivation and confidence.

A
significant factor involved in learning another language is the anxiety that
arises in beginner students when attempting to communicate.  This feeling of unease, restlessness, and
apprehension associated to a feeling of insecurity experienced by students
while interacting with others can be explained by lack of vocabulary, low
levels of grammatical proficiency, insufficient exposure to the language,
incorrect pronunciation, and a lack of confidence (Malik et al., 2024;
Wahyuningsih & Afandi, 2020).

According
to Baran-Łucarz (2021), Willingness to Communicate
(WTC) in a foreign language is determined by the cultural background of the
students. Following Hall's description (1959, as cited in Gupta &  Sukamto, 2020)
culture, understood as the compendium of
human behavioral patterns, perceptions, beliefs and material practices,
can be classified  into high-context and
low context. In high context cultures, communication style is conditioned by
the close proximity of the interlocutors (Gupta & Sukamto,
2020), is usually less direct and relies on non-verbal cues more than the
actual verbal message. Latin Americans, typically high-context cultures
(Broeder, 2021) do not like to feel exposed and dislike to be placed on the
spotlight, especially if they are conscious of their limitations since they are
"much more subtle, indirect, and rely more on the importance of non-verbal
signals. High-context cultures also emphasize harmony, relationships, and
'face-saving'" ( Levitt, 2022 p. 4)
Typically, learners  are very
self-aware and prefer not to risk being ridiculed by peers. They are usually
not comfortable with public speaking or facing big audiences. Therefore,
students frequently refrain from participating in class in an attempt to avoid
the possibility of making mistakes and being corrected by their instructors.
They do not wish to experience embarrassment in front of their peers.

This compels educators to devise a variety of
creative strategies to promote positive environments where students can feel
more motivated and comfortable to interact in the target language. Lately, with
the advancement of technology, the processes of teaching and learning have
revitalized, enabling students to achieve greater autonomy in their learning
processes. But the fact remains that extensive oral interaction is difficult to
achieve in an EFL classroom, particularly in remote education (Mohd Basar et
al., 2021).

In
addition, low motivation, lack of interest in oral activities, and few
opportunities to practice speaking are common problems for second or foreign
language learners, as pointed out by Thi Lai, et
al.,(2021). In the context of this study, among university students whose
native language is Spanish, initial-stage learners often express
self-consciousness about their limited English language skills. This insecurity
frequently leads to avoidance behaviors, such as refraining from speaking in
class.

Another
challenge faced by language instructors is, as Al Fareh (2010) explains (cited
by Al-Bogami, & Elyas 2020) that students
commonly perceive EFL classes as boring and sometimes futile, especially when
they have to take mandatory courses as part of their program.

In a highly
technological world, teaching methods that are outdated are construed as one of
the most important reasons for the low levels of performance and lack of
interest in students in language classes (Mahboob & Elyas, 2014, cited in
Al-Bogami, & Elyas 2020).

Among the
different existing options available today in language teaching, the use of
mobile technology significantly expands learning possibilities and   has a considerable   impact on learning activities (Eshankulovna, 2021). Technology and artificial intelligence
offer endless possibilities, where Flip (formerly known as Flipgrid) stands out
as an excellent tool. This is a very useful application with numerous
advantages, such as easy access, no expense, and convenience, among others . In
the literature, several empirical studies can be found around its utilization,
but there is little information about users' perceptions on its usefulness for
language practice. Therefore, this study aims to explore this tool's potential
to enhance English language learning, particularly for beginners.

I have been
using this application for some time in basic English (A1) classes at private
universities, both in virtual and hybrid flex settings. The latter, as defined
by Oxford University, is an educational model where some students attend
lectures or seminars in person while others participate virtually from home. As
a result of the COVID-19 pandemic and subsequent lockdowns, the range of
options for remote learning has significantly expanded. Nowadays there are many
alternatives to traditional face-face interaction in education, including flip
classroom, blended learning, remote instruction and e-learning.

Given its
benefits, I have incorporated Flip as a supplementary tool to enhance learner
participation during class. Students are asked to record video responses to
simple prompts related to the class content, providing opportunities for oral
practice. They are encouraged to watch their peers' videos and provide written
feedback, although this practice is less common.

The current
research explores students' perceptions of Flip, including its features,
usefulness, and impact on oral English practice. The following research
questions guide this investigation.

1.
Do
English as a foreign language (EFL) beginner students find Flipgrid easy to
use?

2.
How
appealing do EFL students find the platform for its features?

3.
Do
learners consider the application useful for practicing and improving their
oral English?

4.
What
advantages and disadvantages do beginner students perceive in using Flip?.

Literature Review

Promotion of
speaking skills through oral practice

Proper oral
communication is considered one of the most essential skills when acquiring a
foreign or second language (Crisianita & Mandasari, 2022; Miranda, & Wahyudin,2023). Being able
to speak accurately and fluently frequently translates in better job
opportunities, professional development, better interaction with foreigners,
access to information and many other advantages.

Several
studies have reported the numerous factors that are involved in the achievement
of this complex task which range from linguistic domain to psychological
difficulties, including hesitance and the interference of low self-esteem in
the learners' success (Zainurrahman & Sangaji, 2019; Miranda, & Wahyudin,
2023). Following Krashen's comprehensible input and affective filter hypotheses
(Krashen, 1982), it seems there is a logical positive correlation between
exposure to language and low anxiety levels and the ability to
communicate.   Gökcan
and Çobanoğlu (2018) in their study, for instance, concluded that more exposure
to English increased test performance by diminishing the anxiety in students.

Evidently,
learners need to have opportunities for interaction with other speakers of the
target language. Communicative activities include those that encourage and
require a learner to speak with and listen to their peers, in addition to
interacting with the facilitator or being exposed to models of oral English in
the form of audios and videos. These interactions are an essential component of
acquiring English successfully (Shawaqfeh et
al.,2024). Consequently, many strategies used by EFL teachers have been
reported to minimize the reluctance of learners to interact with classmates and
teachers among which Raalten and Roald (2023)
mention  informal activities that ensure
a positive classroom environment, providing predictable routines, and praising
oral participation. Instructors are constantly looking for innovative and engaging
ways to promote speaking in class.  To
increase the oral performance, activities such as role-plays or dialogues,
discussion, speeches, conversation, audiotapes, games and other accuracy –based
activities can be implemented in class (Crisianita
& Mandasari, 2022).

Flip app

Flip is an
online video discussion platform which was designed to promote social
interaction between students and enhance autonomy. It was developed in 2014 by
Professor Charles Miller at the University of Minnesota, making it is a
relatively recent language teaching tool. In June 2018, Microsoft acquired the
platform, including it as part of Office 365 for education, thus educators
could easily access it. Very recently, as of July 2024, Microsoft has
incorporated it to its TEAMS app making it even more accessible to facilitators
who regularly use this platform.

Using this
app, the teacher can create a 'grid' of topics (questions or prompts), share
the link with students, and require learners to create short video responses.
Traditionally, through Microsoft or a Google account the instructor created a
user and from that point on could generate as many grids as needed. Now, it is
even easier to use since the learners can access through TEAMS the assignments
created by teachers. A topic of discussion, or a prompt as guidance to complete
an assignment, is presented to the students who can access each grid at their
convenience. The teacher can also record verbal instructions to accompany
written ones or provide a model of what is expected from the learners(Hammett,
2021). These topics can be "duplicated" to other classes making it
unnecessary to spend time creating similar or identical assignments from
scratch.  Additionally, the instructor
can determine the length of the videos ranging from 30 seconds to 10 minutes.

To upload
videos and responses to classmates' contributions, students use a simple video
recorder included in Flip (Android and iOS) or do so via any web browser.
Formative feedback is easily provided either written and/or video-based by the
tutor and classmates. Comments can be made publicly or in private. This helps
students take control of their learning (Nicol & Macfarlane-Dick, 2006
cited in Stoszkowski, 2018) and promotes interactive
participation while allowing facilitators to provide feedback individually,
respecting the students' privacy. Facilitators can even include a rubric in the
comments for the assessment of the task.

The app
offers several advantages, including accessibility. Users do not need to create
an account or sign up; they simply join the class on TEAMS. It is readily
available for recording responses, and instructors and classmates can watch the
videos.

A
significant advantage is its cost-effectiveness. Unlike other applications
offering limited free versions and premium subscriptions, Flip is free for
educators and students. No additional costs are required to access all its
features.

Convenience
is another advantage. Because the discussion is asynchronous and therefore not
time-or place-dependent, it clearly benefits students who live far from campus
or who are working or have other commitments and have less time for assignment
completion (Stoszkowski, 2018). In addition, students
who need more time to process information or who might need to repeat the
recording of videos several times have the chance to do so without any
restriction. They can also repeatedly watch their classmates' videos for extra
practice, if they so desire.

More
opportunities for participation are also created. Those students who might sit
back in class-based discussions are more involved because they must record some
form of participation, whilst those who might otherwise dominate discussion
cannot exceed the time limit set by the instructor (Hall & Buzwell, 2013 cited in Stoszkowski,
2018). The app's flexibility allows students to learn outside the classroom and
not limited to a specific time or place, as long as they have access to the
internet. They can join and post their responses on their laptop or smartphone.

Its appeal
is another positive characteristic. Nowadays most learners are digitally
literate because of their exposure to new technology.  Most young adults are very familiar with
applications that promote social interaction through texts, voice messages an
even video (Arulogun, et al., 2020). So, videos
showing instructions for tasks or the ability to present their work in this
format can be more appealing than reading written material or any other type of
traditional exercise which they might perceive as boring. Students who do not
feel confident about their writing and reading skills also could prefer
video-based interaction. The app permits music and stickers to be added to the
videos as well, which is appealing to the younger users and resembles other
popular social media applications.

Among the
disadvantages or potential obstacles, reliable internet connectivity, adequate
device hardware (including camera and microphone), and consistent power supply
are paramount. As with any internet-dependent application, a stable internet
connection is crucial for a smooth user experience. Those with older computers
or 'lower specification' phones may also experience issues (Stoszkowski,
2018).

Competitiveness
can be another drawback and depending on the situation could be positive or
negative. As with many other common social media platforms, reaction to videos
such as "likes" or "hearts" can be used to show approval.
This could lead to unhealthy competitiveness, and might dent the confidence of
some students if they receive fewer views or likes than others (Stoszkowski, 2018). Conversely, it may boost the desire to
get likes and therefore the students will be interested in creating great
videos and would consequently pay attention to adequate use of language,
accuracy and proper pronunciation and intonation.

Another
possible disadvantage is the fact that some learners could feel uncomfortable
about being 'on-screen' where their appearance or their low performance could
be 'judged' by their peers.

This tool
has been in the market for around ten years, yet the literature around its use
is not abundant (Hammett, 2021); it is particularly limited in the case of
university students (Pham, 2023). According to Hammett (2021), McLain in 2018
was one of the first to publish a study that examined the efficacy of using the
app in a language-teaching context. This research found Flipgrid to be an
effective learning tool for Business English Writing students in Korea (McLain,
2018). Green et al. (2021) also conducted a study based on the teachers' use of
the tool in the classroom and their perception of its effect on learning. The
findings indicate that even though the app was originally created for
integration and to promote engagement, its uses expand to give voice to shy
students and promote creativity.
Furthermore, there are some studies based on the effect of using Flip in
English language classes that have reported an improvement in fluency,
pronunciation, grammar, and vocabulary (Fajardo-Guapisaca
& Argudo-Garzón, 2022; Franco-Bayas, et al., 2021; Mango, 2021).

Methodology

This study utilized a cross-sectional research design to collect data on
the opinions and experience of learners regarding the integration of Flip in
their educational setting.
Non-probabilistic sampling was employed, aligning with the characteristics
of the population consisting of undergraduate students enrolled in the
mandatory A1 English course at a private university in San Jose, Costa Rica.
These students were from various majors and were taking their initial EFL
course.

An online questionnaire developed in the
participants' native language, Spanish, was submitted to all the registered
students in the course. They were informed of the nature of the study and,
voluntarily, 30 completed the form.  The
questionnaire consisted of seven closed-ended items using a 5-point Likert-type
scale which aimed at discovering the students' familiarity with the app, their
opinion about the perceived usefulness and the extent of the interaction that
occurred with the videos uploaded by their classmates. The second part of the
instrument collected the qualitative information through open-ended questions,
requesting participants to comment on the advantages and disadvantages they
perceived.  The inner validity of the
closed-questions from the instrument was confirmed through the Cronbach Alpha
coefficient, which yielded 0.875, considered an acceptable value by
Rodríguez-Rodríguez and Reguant-Álvarez (2020).

Data analysis included basic descriptive
statistics such as mean and thematic analysis performed for the qualitative
data in the open-ended questions responses. Thematic analysis is a research
method used to identify and interpret patterns or themes in a data set; it
often leads to new insights and understanding (Naeem et al., 2023).

Findings and discussion

The study revealed that only 20% of
participants had prior knowledge of the application before enrolling in the
course. This suggests that the app is not widely recognized, leading to the
conclusion that despite the time it has been on the market, educators seem to
ignore its potential uses, similar to what Mango (2021) reported in his
research.

An overwhelming majority of participants
expressed highly positive opinions regarding the ease of use of the
application, with 47% expressing complete agreement and 50% agreeing with the
statement "It was easy to use," similar to Mango's findings (2021).

Furthermore, half of the participants
completely agreed, and the other half agreed with the amenability of the
application. It is important to highlight that there were no negative
responses. 87% expressed that they did not have any difficulty using it, while
13% maintained a neutral position. This generalized positive opinion among
users of Flip, expressing that it was pleasant and easy to use, coincides with
the findings of Fajardo-Guapisaca and Argudo-Garzón
(2022), Franco-Bayas et al. (2021), Hammett (2021), Mango (2021), and Syahrizal and Pamungkas (2021),
who highlighted the easiness of its use. Similarly, Espárrago-Kalida,
et al., (2022) reported that students are favorable towards the features of
Flipgrid, also supported by Chien's (2021) research.

Regarding interaction with classmates' video
responses, 13% of participants reported viewing all videos, 67% viewed some,
and 20% did not view any. Despite the application's original intent for
interaction or discussion, the purpose of this investigation was not focused on
that aspect, and the students' interaction with classmates' videos was
optional. Nevertheless, it appears that natural curiosity prompted a high
percentage (80%) of the learners to watch at least some videos or all of them,
ultimately leading to extra exposure to the language. Yet, despite the data,
the participants denied commenting on the videos they watched, with only 10%
acknowledging that they had left a comment. This is consistent with the
participants' proficiency level of A1/A2; they may have felt uncomfortable
writing in English, or they were too shy to do so. Conversely, Espárrago-Kalidas et al. (2022) reported that, in general,
they found Flip to be an excellent tool to boost student engagement.
Additionally, Chien (2021) mentioned among the results that participants
expressed satisfaction with interacting and communicating with their classmates
coinciding with Coello Vásquez et al.'s (2023) findings.

Concerning the perception of the application's
usefulness for oral practice, 40% of participants expressed complete agreement,
50% with the fact that it was useful, and the remaining 10% had a neutral
answer. No negative perceptions were reported. This positive attitude about the
app's usefulness in oral practice is confirmed by several studies (Apoko & Chong, 2022; Chien, 2021; Coello Vásquez et
al., 2023; Fajardo-Guapisaca & Argudo-Garzón,
2022; Mango,2021; Thi Lai et al., 2021).

As for the open-ended questions, the most
frequently mentioned advantage was its ease of use and versatility, followed by
adjectives such as "user-friendly," "practical," and
"dynamic." These perceptions are consistent with those manifested in
Petersen et al. (2020) and Syahrizal and Pamungkas (2021). Students highlighted the convenience of
not having to submit a video through other channels to complete an assignment.
They also mentioned that it had been useful to watch their classmates' videos
to improve vocabulary and pronunciation, which aligns with findings reported by
Coello et al. (2023), Mango (2021), and Thi Lai et
al. (2021).

No participant mentioned increased confidence
as a benefit of using the app, which was one of the predominant advantages
found by Thi Lai et al. (2021) and Apoko and Chong (2022), nor lowering anxiety reported by
Mango (2021) and Pham (2023).

Regarding the disadvantages expressed by the
learners, 30% stated that they did not find any, which reinforces the perceived
positive attitude of users. Two participants mentioned that they disliked the
fact that all class members could see the videos; they thought they should be
private, which coincides with the findings of Hammett (2021), Mango (2021), and
Stoszkowski (2018) and seems coherent to cultural or
personality factors of shyness and self-awareness when students know they are
being overserved.  One participant
reported difficulties using the app on a mobile device, aligning with technical
issues noted by Petersen et al. (2020). Incidentally, no participants
considered the lack of immediate feedback a problem, contrary to Mango's (2021)
report, where 27% mentioned this aspect.
One of the features of the app is that the facilitators can take their
time to evaluate the videos and provide a more detailed assessment, either as
written or oral comments.

Conclusions
and limitations

Conclusions

One of the
responsibilities of language instructors is to encourage learners to become
more autonomous in addition to creating pleasant and low-anxiety learning environments
while promoting engagement and participation.
New applications and software available offer a wide variety of options
for more independent learning.  Flip
application with its numerous advantages combined with interesting and
appropriate tasks provides students the opportunity to use the target language
at their own pace, become aware of their performance, and take actions to
improve their oral skills.

The findings of this
research indicate that learners perceive Flip as a useful tool for fostering
social learning and improving oral proficiency. They consider the app
user-friendly, dynamic, easy to use, convenient, and accessible if there is a
reliable internet connection.

Users seem to like the
features and find the creation of videos fun, especially because there is no
special skill needed to do so, nor there is a need to create accounts and
remember passwords. It is simple and intuitive to use, and students appreciate
its convenience and familiar user interface.

Participants consider
that the app helped them practice, not only because they had to repeat the
recording until they were satisfied with the results, but also because they
watched their classmates and compared pronunciation.

In conclusion, the
advantages of using Flip significantly outweigh the disadvantages. Students
primarily praised its ease of use, accessibility, convenience, and utility. A
few disadvantages were identified, with the main concern being technological
dependence. A reliable internet connection, preferably via a computer or
laptop, is essential, as some students reported difficulties using the app on
mobile devices. Another aspect to consider is that shy students might not like
to be exposed to public scrutiny through the videos, but this could be easily
handled by teachers by working on boosting self-esteem and promoting a
respectful and safe classroom environment.

EFL teachers should
consider including this application in their language classes as a supplement
to other techniques that enhance oral production because the general perception
of the users seems to be that Flip constitutes a convenient platform to practice
and improve their communication skills in an easy and fun way.

Limitations

One limitation of this
study was the relatively small sample size (N=30). Future research should
involve a larger number of participants.

In addition, all
participants were young adults. Therefore, it can be assumed that they are
relatively familiar and probably use similar platforms or social media and,
thus, found the app very agreeable to other forms of communication used by
them. It would be interesting to research if the perception of older students
who might not be so technologically savvy is just as positive as the one
exhibited by the subjects of this research.

Finally, the study was
limited to the perceptions of beginner English language learners, focusing
solely on their subjective opinions. Quantitative data measuring the app's
impact on oral improvement was not collected. Future research could investigate
the app's influence on vocabulary and pronunciation through quasi-experimental
design. Additionally, exploring the perceptions of more advanced learners would
provide valuable insights.

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