Abstract
This chapter aims to investigate non-English majors' attitudes toward the Flipgrid application as an English-speaking learning tool. This study employed a mixed-methods approach, involving the participation of 59 EFL students from a university in Ho Chi Minh City. The instrument utilized in this study was a mixed questionnaire including closed-ended followed by open-ended items. The findings revealed that a significant number of participants held positive attitudes toward the Flipgrid application. Specifically, the majority of users found it easy to use, requiring only one training session to become proficient. The learners perceived Flipgrid as a useful tool for enhancing their confidence in speaking English. Flipgrid allowed the students to assess and reflect on their speaking projects, which can improve self-reflection. As a result, most of the students expressed their intention to utilize Flipgrid as a means to enhance their English-speaking skills in their future courses.
TopIntroduction
The significance of English as a universal language for global communication cannot be underestimated. To attain proficiency in the English language, learners are required to achieve mastery in all four macro skills, namely listening, speaking, reading, and writing. Among these four, speaking is the most important skill that connects pupils to the world to promote conversation and foster relationships among language users (Leong & Ahmadi, 2016; Rao, 2019). However, Hutabarat and Simanjuntak (2019) hypothesized that speaking can also be a barrier to comprehending English for some students since they find it challenging and uncomfortable to speak. Similar scenarios may be observed in Vietnam, where numerous first-year undergraduates struggle to acquire English-speaking abilities (Vo, Pham, & Ho, 2018), owing partially to a lack of English-speaking environment and strategies. It has been suggested that incorporating ICT into the classroom can provide language students and instructors with more options to adapt to individual needs (Zhang, 2022), while also effectively improving students’ language skills, particularly their speaking abilities (Mabuan, 2017; Fatimah, Santiana, & Saputra, 2019). In particular, instructors can use any online discussion platform to help EFL freshmen overcome time and space restrictions while instructing an innovative speaking strategy in an interactive setting (Bakar et al., 2013; Curry, 2020). Online video-based discussion platforms are defined as spaces where learners can interact with course material and communicate with others (Bakar et al., 2013). In contrast to text-based online discussion platforms, the utilization of video-based discussion could enhance learner engagement and foster a sense of authentic interaction. Specifically, a more realistic and immersive learning experience is achieved by affording students with significant social signals, including facial expressions and vocal intonations (Clark et al., 2015). The efficacy of employing online video-based discussions in integrated language classes has been rigorously demonstrated in improving language competence and creating closer interaction among peers in a non-threatening atmosphere (Ahmad & Lidadun, 2017; Svokos, 2019).
Among online platforms for videotaping speaking, Flipgrid is a free educational tool that allows students to react to instructor questions with video responses (MacIsaac, 2020). Numerous studies have been done in recent times to expand understanding of the advantages that Flipgrid offers in the realm of spoken language acquisition. The majority of students in these research projects indicated that implementing Flipgrid exercises increased their engagement, learning motivation, and speaking abilities (MacIsaac, 2020). However, few studies have provided insight into EFL students’ attitudes regarding Flipgrid integration in an EFL speaking class. Due to its user-friendliness and effectiveness in teaching speaking skills, Flipgrid possesses the capacity to be utilized for language learning purposes at the tertiary level. As a result, this is a fascinating chance to explore non-English majors’ attitudes toward using Flipgrid in learning English speaking.
Key Terms in this Chapter
Attitudes: A collection of evolving ideas that may impact a person's behavior, which is an important aspect in influencing students’ participation in language learning.
Speaking: An appropriate selection of vocabulary to form speaking patterns with correct grammar usage, which exemplifies communicative purposes.
Information and Communications Technology: Abbreviated as ICT. The operational definition of information communications technology (ICT) in this research refers to the technological devices and internet connection utilized to manage and communicate information for language learning purposes.
Fligrid Application: Refers to an online communication program founded by Charles Miller from the University of Minnesota in 2015, is a freely accessible platform that exclusively employs video as its primary medium for discussions.