https://doi.org/10.37815/rte.v36n2.1225
Original articles
EFL Learners' View on the Use of Flip for O=
ral
Practice
Perspecti=
vas de
Estudiantes de Inglés como Lengua Extranjera sobre el Uso de Flip para la Práctica Oral
Graciela
Ferreiro Santamaria=
1
=
1Uni=
versidad
graciela.ferreiro@ulatina.net
Sent:Â Â Â Â Â 2024/08/06
Accepted:Â Â Â Â Â Â 2024/11=
/22
Published: Â Â Â Â Â 2024/12=
/30Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â =
Abstract
Flip, a free video-based app, offers the
potential for creating interactive discussion spaces and promoting much-nee=
ded
oral practice for English as a Foreign Language (EFL) learners. This study
aimed to discover A1 learners' perceptions of Flip's usability, effectivene=
ss
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 ste=
ady
internet connection and some anxiety about sharing videos publicly. The stu=
dy
concluded that learners hold a positive view of Flip F=
lip
and that it should be more widely utilized by English teachers in their
classrooms, given its potential for facilitating oral practice and interact=
ive
discussions among EFL students.
=
Keywords: a=
pplication
software, language instruction, opinion, utility, oral expression, ICT.
Summary: Introductio=
n, Literature Review, Â Methodology, Findings and discussi=
on, Conclusions
and limitations.. How to cite: Ferreiro, G=
. (2024).
EFL Learners' View on the Use of Flip for Oral Practice.
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 estudiante=
s de
inglés como lengua extranjera (EFL). El objetivo de este estudio fue descu=
brir
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 q=
ue
participaron de forma voluntaria a través de un cuestionario en lÃnea con
preguntas tipo escala de Likert y preguntas abiertas para consignar datos
cualitativos.  Los resultados re=
velaron
que la aplicación fue extremadamente bien recibida por los estudiantes, qu=
ienes
la encontraron muy fácil de usar, práctica, dinámica y útil para la prÃ=
¡ctica
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 qu=
e Flip
es muy apreciada por los estudiantes y deberÃa ser utilizada más ampliame=
nte
por los profesores de inglés en sus aulas, dado su potencial para facilita=
r la
práctica oral y las discusiones interactivas entre los estudiantes de EFL.=
Introduction
T= eaching 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.<= o:p>
<= o:p>
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).
<= o:p>
A=
ccording
to Baran-Åucarz (2021), Willingness to Communi=
cate
(WTC) in a foreign language is determined by the cultural background of the
students. Following Hall's description (1959, as cited in Gupta &Â Sukamto, 2=
020)
culture, understood as the compendium ofÂ
human behavioral patterns, perceptions, beliefs and material practic=
es,
can be classified into high-conte=
xt 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-ve=
rbal
signals. High-context cultures also emphasize harmony, relationships, and
'face-saving'" ( Levitt, 2022 p. 4)Â
Typically, learners are ve=
ry
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 av=
oid
the possibility of making mistakes and being corrected by their instructors.
They do not wish to experience embarrassment in front of their peers.
<= o:p>
<=
span
style=3D'mso-spacerun:yes'>Â This compels educators to devise a vari=
ety 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 difficul=
t to
achieve in an EFL classroom, particularly in remote education (Mohd Basar et
al., 2021).
<= o:p>
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 insecu=
rity
frequently leads to avoidance behaviors, such as refraining from speaking in
class.
<= o:p>
A=
nother
challenge faced by language instructors is, as Al Fareh (2010) explains (ci=
ted
by Al-Bogami, & Elyas 2020) that students
commonly perceive EFL classes as boring and sometimes futile, especially wh=
en
they have to take mandatory courses as part of their program.
<=
span
style=3D'mso-spacerun:yes'>Â
I=
n a highly
technological world, teaching methods that are outdated are construed as on=
e 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).
<= o:p>
A=
mong 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 intell=
igence
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 utilizati=
on,
but there is little information about users' perceptions on its usefulness =
for
language practice. Therefore, this study aims to explore this tool's potent=
ial
to enhance English language learning, particularly for beginners.
<= o:p>
I=
have been
using this application for some time in basic English (A1) classes at priva=
te
universities, both in virtual and hybrid flex settings. The latter, as defi=
ned
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 f=
lip
classroom, blended learning, remote instruction and e-learning.
<= o:p>
G=
iven its
benefits, I have incorporated Flip as a supplementary tool to enhance learn=
er
participation during class. Students are asked to record video responses to
simple prompts related to the class content, providing opportunities for or=
al
practice. They are encouraged to watch their peers' videos and provide writ=
ten
feedback, although this practice is less common.
<= o:p>
T=
he current
research explores students' perceptions of Flip, including its features,
usefulness, and impact on oral English practice. The following research
questions guide this investigation.
<= o:p>
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?.<= o:p>
<= o:p>
<= o:p>
<= o:p>
<= o:p>
Lite=
rature Review
Prom=
otion of
speaking skills through oral practice
P=
roper oral
communication is considered one of the most essential skills when acquiring=
a
foreign or second language (Crisianita &
<= o:p>
S=
everal
studies have reported the numerous factors that are involved in the achieve=
ment
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, & Wa=
hyudin,
2023). Following Krashen's comprehensible input and affective filter hypoth=
eses
(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 ex=
posure
to English increased test performance by diminishing the anxiety in student=
s.
<= o:p>
E=
vidently,
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 componen=
t 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 prais=
ing
oral participation. Instructors are constantly looking for innovative and e=
ngaging
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 â€=
“based
activities can be implemented in class (Crisianita
& Mandasari, 2022).
<= o:p>
Flip=
app
F=
lip 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 facilita=
tors
who regularly use this platform.
<= o:p>
U=
sing 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 response=
s.
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 assignme=
nts
created by teachers. A topic of discussion, or a prompt as guidance to comp=
lete
an assignment, is presented to the students who can access each grid at the=
ir
convenience. The teacher can also record verbal instructions to accompany
written ones or provide a model of what is expected from the learners(Hamme=
tt,
2021). These topics can be "duplicated" to other classes making it
unnecessary to spend time creating similar or identical assignments from
scratch. Additionally, the instru=
ctor
can determine the length of the videos ranging from 30 seconds to 10 minute=
s.
T=
o upload
videos and responses to classmates' contributions, students use a simple vi=
deo
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 hel=
ps
students take control of their learning (Nicol & Macfarlane-Dick, 2006
cited in Stoszkowski, 2018) and promotes intera=
ctive
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.
<= o:p>
T=
he app
offers several advantages, including accessibility. Users do not need to cr=
eate
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.
<= o:p>
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.
<= o:p>
C=
onvenience
is another advantage. Because the discussion is asynchronous and therefore =
not
time-or place-dependent, it clearly benefits students who live far from cam=
pus
or who are working or have other commitments and have less time for assignm=
ent
completion (Stoszkowski, 2018). In addition, st=
udents
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 ex=
tra
practice, if they so desire.
<= o:p>
M=
ore
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 Stoszkows=
ki,
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 smartph=
one.
<= o:p>
I=
ts appeal
is another positive characteristic. Nowadays most learners are digitally
literate because of their exposure to new technology. Most young adults are very familiar wi=
th
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 typ=
e of
traditional exercise which they might perceive as boring. Students who do n=
ot
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.
<= o:p>
A=
mong the
disadvantages or potential obstacles, reliable internet connectivity, adequ=
ate
device hardware (including camera and microphone), and consistent power sup=
ply
are paramount. As with any internet-dependent application, a stable internet
connection is crucial for a smooth user experience. Those with older comput=
ers
or 'lower specification' phones may also experience issues (Stoszkowski,
2018).
<= o:p>
C=
ompetitiveness
can be another drawback and depending on the situation could be positive or
negative. As with many other common social media platforms, reaction to vid=
eos
such as "likes" or "hearts" can be used to show approva=
l.
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 desi=
re 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.
<= o:p>
A=
nother
possible disadvantage is the fact that some learners could feel uncomfortab=
le
about being 'on-screen' where their appearance or their low performance cou=
ld
be 'judged' by their peers.
<= o:p>
T=
his 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 20=
18
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 (McL=
ain,
2018). Green et al. (2021) also conducted a study based on the teachers' us=
e of
the tool in the classroom and their perception of its effect on learning. T=
he
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.Â
Furthermore, there are some studies based on the effect of using Fli=
p in
English language classes that have reported an improvement in fluency,
pronunciation, grammar, and vocabulary (Fajardo-Guapis=
aca
& Argudo-Garzón, 2022; Franco-Bayas, et al., 2021; Mango, 2021).
<= o:p>
Meth=
odology
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, th=
eir
opinion about the perceived usefulness and the extent of the interaction th=
at
occurred with the videos uploaded by their classmates. The second part of t=
he
instrument collected the qualitative information through open-ended questio=
ns,
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 Alp=
ha
coefficient, which yielded 0.875, considered an acceptable value by
RodrÃguez-RodrÃguez and Reguant-Ãlvarez (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 t=
he
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, wh=
ile
13% maintained a neutral position. This generalized positive opinion among
users of Flip, expressing that it was pleasant and easy to use, coincides w=
ith
the findings of Fajardo-Guapisaca and Argudo-Ga=
rzón
(2022), Franco-Bayas et al. (2021), Hammett (2021), Mango (2021), and Syahrizal and Pamungkas (=
2021),
who highlighted the easiness of its use. Similarly, Es=
párrago-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' vi=
deo
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 focuse=
d 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 th=
em,
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 ge=
neral,
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 classm=
ates
coinciding with Coello Vásquez et al.'s (2023) findings.
Concerning the perception of the applicat=
ion's
usefulness for oral practice, 40% of participants expressed complete agreem=
ent,
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-GarzÃ=
³n,
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, followe=
d 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 convenienc=
e of
not having to submit a video through other channels to complete an assignme=
nt.
They also mentioned that it had been useful to watch their classmates' vide=
os
to improve vocabulary and pronunciation, which aligns with findings reporte=
d by
Coello et al. (2023), Mango (2021), and Thi Lai=
et
al. (2021).
No participant mentioned increased confid=
ence
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 perce=
ived
positive attitude of users. Two participants mentioned that they disliked t=
he
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 cultur=
al or
personality factors of shyness and self-awareness when students know they a=
re
being overserved. One participant
reported difficulties using the app on a mobile device, aligning with techn=
ical
issues noted by Petersen et al. (2020). Incidentally, no participants
considered the lack of immediate feedback a problem, contrary to Mango's (2=
021)
report, where 27% mentioned this aspect.Â
One of the features of the app is that the facilitators can take the=
ir
time to evaluate the videos and provide a more detailed assessment, either =
as
written or oral comments.
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 e=
nvironments
while promoting engagement and participation.Â
New applications and software available offer a wide variety of opti=
ons
for more independent learning. Fl=
ip
application with its numerous advantages combined with interesting and
appropriate tasks provides students the opportunity to use the target langu=
age
at their own pace, become aware of their performance, and take actions to
improve their oral skills.
The findings of th=
is
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 appreci=
ate
its convenience and familiar user interface.
Participants consi=
der
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 l=
ike
to be exposed to public scrutiny through the videos, but this could be easi=
ly
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 suppleme=
nt
to other techniques that enhance oral production because the general percep=
tion
of the users seems to be that Flip constitutes a convenient platform to pra=
ctice
and improve their communication skills in an easy and fun way.
Limitations
One limitation of =
this
study was the relatively small sample size (N=3D30). 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 studen=
ts
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 investi=
gate
the app's influence on vocabulary and pronunciation through quasi-experimen=
tal
design. Additionally, exploring the perceptions of more advanced learners w=
ould
provide valuable insights.
References
Al-Bogami, B., & Elyas, =
T.
(2020). Promoting
Middle School Students' Engagement Through Incorporating iPad Apps in EFL/E=
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; Chong
S.L. (2022) The Attitudes of PrimaryÂ
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