(Skkn 2023) using app fripgrid to maximize the effectiveness of the project lessons for 10th grade students

Rationale

The current state of English education in Vietnamese high schools emphasizes grammar and exam preparation, resulting in students struggling to communicate despite achieving high test scores To address this issue, I initially encouraged students to record and send videos of their speaking to teachers via email, messenger, or Zalo However, this method proved ineffective due to the large number of students, making it challenging for teachers to provide individual feedback Additionally, the private nature of the video submissions limited systematic learning, as only the individual student benefited from the feedback Furthermore, this approach hindered class motivation, as students were not able to witness their peers' enthusiasm and learn from one another.

I discovered that Flipgrid is an effective app for enhancing speaking skills in project-based learning By creating an account and organizing groups by class name, I was able to develop unit-specific topics My personal experience as a learner allowed me to revisit my presentations, highlighting the benefits of Flipgrid in project lessons and enabling me to guide students in their English learning journey.

For the above reasons, the writer decided to choose "using -App fripgrid to maximize the effectiveness of the project lessons for 10th grade students" as the teaching experience.

Novelty

Active involvement increase

Many traditional schools, especially in rural and mountainous regions, have focused on teacher-centered activities, leading to a classroom environment where students often remain passive listeners This results in minimal active participation and enthusiasm for learning among students Unfortunately, this issue persists in numerous educational institutions, as both students and teachers are reluctant to embrace innovative teaching and learning methods.

Flipgrid is a free platform that enables students to create and share short videos in response to various questions or topics Educators have the option to allow or restrict students from viewing and commenting on their peers' videos, fostering an interactive learning environment.

While fostering classroom community and student-to-student relationships can be difficult through a screen, Flipgrid helps bridge this gap.

engagement and motivation increase

Flipgrid enhances blended and personalized learning by boosting student engagement and motivation Traditional English exercises often fail to captivate students, but the Flipgrid app transforms learning by allowing them to create videos This platform enables students to discuss questions and topics freely, without constraints of space or time.

The scope of the study

To enhance the effectiveness of project lessons for 10th grade students at Thanh Chuong 1 High School, a survey was conducted to gather essential data from learners The study involved 88 students from two classes at Thanh Chuong 1 High School in Nghe An province.

The methodologies

-The study used the p r e a n d p o s t t e s t s to analyze the data, and verify the results of using -App Fripgrid to maximize the effectiveness of the project lessons for 10th grade students

- Questionaires are used to survey students’ motivation and participation before and after using flipgrid app

Theorical background

Definition of project based learning

Project-based learning, which emerged in the early 1980s and was significantly shaped by the communicative approach, has become a widely recognized and effective method in teaching English as a foreign language today.

The origins of Project-Based Learning (PBL) can be linked to the progressive educational philosophy of John Dewey, who championed the concept of "learning by doing." Dewey believed that classrooms should function as miniature societies, where students are empowered to take center stage in their own learning journey.

Legutke and Thomas (1991) define project work as a learner and task-centered mode of teaching and learning which results from a joint process of discussion between all participants

A project is a comprehensive task that typically combines various language skills through multiple activities (Hedge, 1993) Key features include the utilization of authentic English language materials, a focus on integrity and student-centered activities, active student participation, and the integration of diverse skills.

Project work is an instructional approach that contextualizes learning by engaging students with real-world problems to solve or products to develop (Moss & Van Duzer, 1998) This method fosters creativity, critical thinking, collaboration, self-directed learning, and essential study skills.

Project-based learning is an effective educational approach that empowers students to express their opinions on topics of interest, ask questions, and develop theories This method encourages the use of various tools and skills in real-life contexts, enabling learners to creatively solve problems and answer questions both in the classroom and beyond (Katz & Chard, 2000).

Thomas defines Project-Based Learning (PBL) through five key criteria: first, projects must be central to the curriculum rather than peripheral; second, they should focus on questions or problems that engage students with the core concepts and principles of the discipline; third, projects must involve students in a constructive investigation.

Projects in Project-Based Learning (PBL) are significantly student-driven and designed to be realistic rather than resembling traditional school assignments Additionally, collaboration is an essential criterion in PBL, emphasizing the importance of teamwork in the learning process (Thomas & Mergendoller, 2000).

Project-Based Learning (PBL), as defined by Stoller (2006), encompasses several key elements: it involves both a process and a product, grants students partial ownership of their projects, and spans an extended timeframe PBL integrates various skills while enhancing students' understanding of topics through the combination of language and content It encourages collaboration among students and promotes individual responsibility for learning by requiring them to gather, process, and report information from target language resources Additionally, PBL assigns new roles to both students and teachers, culminates in a tangible final product, and includes reflection on the learning process and outcomes This approach contrasts with traditional English teaching by emphasizing the communicative and functional aspects of language learning, while also focusing on the integration of language and content.

The definition of Project-Based Learning (PBL) is evolving, leading to diverse interpretations and a lack of a universally accepted model This variability has resulted in numerous PBL research and development activities, adding complexity to the field However, there are still commonalities among the design features of PBL.

Flipgrid

Flipgrid is an interactive social learning platform that enables educators to pose questions via video or voice recordings, to which students can respond in kind It allows students to comment on videos created by teachers or peers, fostering a vibrant online community where knowledge is collaboratively shared and developed.

This study aims to assess the effectiveness of the 'Flipgrid' application, a video recording and social media tool for PC and mobile devices, in enhancing English communication skills in a high school setting Conducted at Thanh Chuong high school, the research explores innovative strategies to boost communicative engagement in higher education Students utilized Flipgrid on their smartphones to create presentation videos and participate in online discussions Data was collected through teacher observations, video recordings, and student feedback via a questionnaire.

2.2 The benifits of using Flipgrid in project lessons

Since its launch in 2014, Flipgrid has gained popularity among teachers and students globally due to its engaging platform that fosters innovative learning and interaction in the classroom One of the key benefits of using Flipgrid is its ability to enhance student participation.

Students engage with each other on Flipgrid by utilizing video responses, allowing them to record and refine their answers until they feel confident This process provides ample time and space for thoughtful contributions to discussions, enabling students to interact with their peers without the immediate pressure of a live classroom setting Consequently, Flipgrid enhances students' creativity and motivation by fostering a more comfortable environment for expression.

Utilizing video recordings, texts, emojis, and stickers on Flipgrid enhances the learning experience for students accustomed to technology and social media Videos not only make learning more engaging but also encourage creativity among active participants while providing a platform for more reserved students to express themselves This approach shifts students' focus from anxiety to active participation, fostering deeper learning opportunities.

Flipgrid significantly reduces the anxiety and stress often linked to class discussions, fostering greater student engagement It allows students to connect with peers globally, enabling them to learn about new cultures through direct interaction rather than just textbooks This continuous participation in discussions leads to a more immersive learning experience, ultimately enhancing information retention.

Practical backgroud

The programme of MOET

The Ministry of Education and Training's GDPT 2018 program has significantly revamped the educational curriculum, including substantial changes to the English subject with various new textbook sets In our school, we have adopted the "Global Success" textbook series, which consists of 8 lessons per unit, culminating in a project lesson at the end of each topic To enhance the effectiveness of these project lessons, I have implemented the application "Flipgrid."

The school’s real context

In Thanh Chuong district, a high school with 33 classes across three grades, each accommodating 30 to 44 students, is located in a submountainous area The school boasts 85 dedicated and supportive teachers who strive to enhance student learning Recent improvements to the school's infrastructure, funded by generous donations from sponsors, alumni, and parents, have significantly benefited the teaching and learning of English Notably, there are now 33 computer-equipped classrooms available for students.

33 smart television-equipped classes, 3 audio-visual rooms, 1 digital English language lab, 2 information technology classrooms, and 1 STEM classroom.

Implementation

Participants

To enhance the effectiveness of project lessons for 10th grade students at Thanh Chuong 1 High School, a survey was conducted involving 88 students from two classes and eight teachers from a high school in Nghe An province.

Instrumentation and data collection

This section presents an analysis of the data gathered from pre-test and post-test assessments, as well as pre-survey and post-survey questionnaires administered to students in two classes By comparing student responses before and after the intervention, along with the results from the tests, several key findings emerged.

Pre- and Post-test Evaluation Rubric

Student : Pre-test □ Post-test □

5 The speaker speaks confidently and naturally with no distracting hesitations Ideas flow smoothly

3 The speaker hesitates several times, but generally seems to know the desired words, even if it is necessary to think about them a bit

1 The speaker has many hesitations and great difficulty remembering or selecting words

5 Pronunciation is accurate, with correct inflections, numbers of syllables and other correct nuances of pronunciation

3 Pronunciation is satisfactory However, words sometimes have incorrect inflections or are otherwise sometimes hard to understand

1 Pronunciation is very hard or impossible to understand by a native speaker

5 The speaker speaks with no more incorrect grammar than a native speaker would

3 The speaker occasionally uses inappropriate verb tenses and/or incorrectly uses parts of speech, however the speaker has the ability to correct grammar without prompts

1 The speaker makes frequent use of inappropriate verb tenses and/or incorrectly constructs sentences or uses parts of speech

5 Vocabulary is sufficient to be understood in most settings and words are used with their correct meaning

3 Vocabulary is moderate, although the speaker sometimes needs help identifying the correct words There are only occasional problems with correct meanings of words

1 Vocabulary is very limited and/or incorrect words are often used

2.1 The pre test for experimental class and control class

The differences in students' pre-test scores between the experimental and the control classes before applying flipgrid

Df T Sig Ctrl C Exp C Ctrl C Exp C

The findings in Table 1 indicate that there are no significant differences in students' achievements at the start of the course between the two classes, as evidenced by a t-value of 1.56 and a significance level of 0.125 This result confirms the equivalence of students' proficiency in speaking English across both classes.

2.2 The post test for experimental class and control class

The differences in students' achievement scores between the two classes after applying flipgrid

Means S D df T Sig Ctrl C Exp C Ctrl C Exp C

The data indicates notable differences between the control and experimental classes, highlighting the effectiveness of Flipgrid in enhancing students' speaking abilities This improvement may stem from increased student motivation, as diverse technological approaches to the same material can engage learners more effectively (Cameron, 2003) Additionally, the rise in speaking scores can be linked to the teachers' implementation of more speaking tasks, with online activities complementing classroom discussions Consequently, the experimental class benefited from increased practice opportunities, contributing to their significant improvement in speaking performance.

2.3 The questionnaire for students before and after using flipgrid app a) The Pre- questionnaire for students’ motivation

Table 1 The number of students choosing options in the questionnaire part

Students’ motivation toward learning English without Flipgrid

2 I am interested to learn English in school

3 I prefer to spend more time in English class than other classes

4 I think I can improve my English

5 I feel more confident to use English

6 I think my English class is interesting

English with my friends in project lessons

8 18.18% b) The post- questionnaire for students’ motivation

Table 2 The number of students choosing options in the questionnaire part

Students’ motivation toward learning English by using Flipgrid

2 I am interested in learning English at school

3 I prefer to spend more time in

English class than other classes

5 I feel more confident to speak

English in an interesting way

6 I think my English lesson is interesting

English in front of people when using

26 59.09% c) The pre- questionnaire for students’ active participation

Table 3 The number of students choosing options in the Pre-questionnaire part

Students’ active participation toward learning English without Flipgrid

4 I feel more confident to use

10 22.73% d) The Post- questionnaire for students’ active participation

Table 4 The number of students choosing options in the Post-questionnaire part

Students’ active participation toward learning English after using Flipgrid

3 I prefer to spend more time in English

English if I learn English in an interesting way

3.Procedure of applying flipgrid app

So as to use Flipgrid online platform, teachers have to prepare something carefully before applying:

- Confirm that the teachers and students have Wi-Fi internet connection for all gadgets

- Make sure that groups of students have already had gadgets such as laptops, smartphones, tablets or IPads with Wi-Fi connection

-Prepare outline and useful languages for project lessons before hand b) The student

- Having the laptops, smart phones, or tablets connected with the internet

3.2 General procedure of using Flipgrid a) The teacher

Step 1: Access the link: https://info.flip.com/

Step 2 At the home screen, you can click the “Educator Sign up” button it's free or the Educator Signup button in the upper right corner of the screen

Step 3 Here, the teacher clicks to use Gmail or Microsoft account to create an account

Let's choose ‘Sign up with Google’ –> Then the teacher chooses a suitable gmail account

Step 4: Teachers enter additional information to create an account and click “Let's Go!”

To create the teacher's first class

Step 5: Still following the screen steps, teachers continue to click Start My Grid to create their first class

Here teachers set up information for their class

School Email: Students participate using school email or Gmail

Student IDs: The teacher creates a list of student IDs for students to join and the teacher's Grid

Public and PLCs: Allow sharing the teacher's Grid to everyone

Step 6: Provide Grid link for your students

Teachers copy the link and send it to students to join their class

So the teacher has created an account and the first class on Flipgrid Now teachers can use Flipgrid to create their topics

To invite anyone to join the group by sending them the link or join code

-To select many students, you choose “more invite options”

CLICK “template” to download the template student and upload it by click “ upload a csv” to create ID for students (click “print member list”)

After typing the title “what do you want to talk about”, click “ Create topic”

To enhance students' understanding of lesson topics, teachers should provide valuable resources, including relevant videos for review after the lesson.

The list of lesson plans weeks Topics Useful languages

• Introduction: greeting the audience, introducing themselves and the topic

• Main body: presenting the main points (students can build up the main points by answering the questions and organising the answers in a logical way)

• Conclusion: summarising the main points, inviting questions from the audience and thanking the audience for listening

I'm excited to welcome you to my family's home for a two-month stay We reside in a spacious four-bedroom flat on the 15th floor, and you'll have your own private bedroom throughout your visit.

You asked me about our family rules There are three important ones that we must follow

2 nd RELATIONSHIPS 1 Structure of a presentation

• Introduction: greeting the audience, introducing themselves and the topic

• Main body: presenting the main points (students can build up the main points by answering the questions and organising the answers in a logical way)

• Conclusion: summarising the main points, inviting questions from the audience and thanking the audience for listening

- Greeting (Hello/ Hi/ Good morning/ Good afternoon)

- Introducing themselves (My name is… These are my team members: ……)

- Introducing the topic (Today we are going to talk about…/ Have you ever thought about…? / Have

21 you ever seen…? / Have a look at this picture It shows…/ How does the picture make you feel?)

- Presenting the main points (Firstly/ Secondly/ Another point is…/ In addition…)

- Summarising the main points (To sum up/ To conclude/ In short/ All in all…)

- Inviting questions (Are there any questions? / Does anyone want to know more about…? / Feel free to ask us anything / Is there anything you would like to ask? )

- Thanking the audience (Thank you/ Thanks for listening/ Thanks for your time / Thank you for your attention…)

• When and where did it happen?

• What happened to the people in the story?

• What do you like most about the story, or what lessons can you learn from the story?

Teachers should instruct students how to give a presentation

Introduction: greeting the audience, introducing themselves and the topic

Main body: presenting the main points (students can build up the main points by answering the questions and organising the answers in a logical way)

Conclusion: summarising the main points, inviting questions from the audience and thanking the audience for listening

- Greeting (Hello/ Hi/ Good morning/ Good afternoon)

- Introducing themselves (My name is… These are my team members: ……)

Today, we will explore the fascinating topic of [insert topic here] Have you ever considered the impact of [insert related question]? Take a moment to examine this image; it illustrates [insert description] How does this visual resonate with you?

- Presenting the main points (Firstly/ Secondly/ Another point is…/ In addition…)

- Summarising the main points (To sum up/ To conclude/ In short/ All in all…)

- Inviting questions (Are there any questions? / Does anyone want to know more about…? / Feel free to ask us anything / Is there anything you would like to ask? )

- Thanking the audience (Thank you/ Thanks for listening/ Thanks for your time / Thank you for your attention…)

 Introduction: greeting the audience, introducing themselves and the topic

 Main body: presenting the main points

(students can build up the main points by answering the questions and organising the answers in a logical way)

 Conclusion: summarising the main points, inviting questions from the audience and thanking the audience for listening

 Greeting (Hello/ Hi/ Good morning/ Good afternoon)

 Introducing themselves (My name is… These are my team members: ……)

Today, we will explore an intriguing topic that invites reflection Have you ever considered the significance of this subject? Take a moment to examine the accompanying image; it vividly illustrates the essence of our discussion How does this visual representation resonate with you?

 Presenting the main points (Firstly/ Secondly/ Another point is…/ In addition…)

 Summarising the main points (To sum up/

To conclude/ In short/ All in all…)

 Inviting questions (Are there any questions? / Does anyone want to know more about…? / Feel free to ask us anything / Is there anything you would like to ask? )

 Thanking the audience (Thank you/ Thanks for listening/ Thanks for your time / Thank you for your attention…)

 Introduction: greeting the audience, introducing themselves and the topic

 Main body: presenting the main points

(students can build up the main points by

24 answering the questions and organising the answers in a logical way)

 Conclusion: summarising the main points, inviting questions from the audience and thanking the audience for listening

 Greeting (Hello/ Hi/ Good morning/ Good afternoon)

 Introducing themselves (My name is… These are my team members: ……)

Today, we will explore an intriguing topic that invites reflection Have you ever considered the significance of visual imagery in conveying emotions? Take a moment to examine this picture; it captures a powerful moment that evokes strong feelings How does this image resonate with you?

 Presenting the main points (Firstly/ Secondly/ Another point is…/

 Summarising the main points (To sum up/

To conclude/ In short/ All in all…)

 Inviting questions (Are there any questions? / Does anyone want to know more about…?/ Feel free to ask us anything./ Is there anything you would like to ask? )

 Thanking the audience (Thank you/ Thanks for listening/ Thanks for your time / Thank you for your attention…) b) The students

Step 1: Access the link: https://flip.com/788cc42a ( for laptop)

Download app Flipgrid (for smartphone) Join the group by username or code QR

To response the topic : click on the title

Click “add to topic “to create videos

Students can either use camera on app or upload videos

3.3.1 The post test for experimental class and control class

The Differences in Students' Achievement Scores Between the Two classes

Means S D df T Sig Ctrl C Exp C Ctrl C Exp C

The data indicates notable differences between the control and experimental classes, highlighting the effectiveness of Flipgrid in enhancing students' speaking abilities This improvement may stem from increased student motivation, as diverse technological approaches to the same material can engage learners more effectively (Cameron, 2003) Additionally, the rise in speaking scores can be linked to the teachers' incorporation of more speaking tasks, with online activities complementing classroom discussions Consequently, the experimental class benefited from increased practice opportunities, contributing to their significant improvement in speaking performance.

1 Students' differences in performance between the pre-test and the post-test for the experimental class before and after applying flipgrid

Type Grade Pre-test Post-test Pre-test Post-test

The data reveals a notable improvement in students' speaking performance, with the average score rising from 5.32 in the pre-test to 7.27 in the post-test This change is statistically significant, as the p-value is below 0.05, indicating a favorable outcome for the post-test results Overall, the post-test scores for the experimental group surpassed those of the pre-test.

The results indicate that students have significantly improved their speaking skills and gained confidence in speaking English through the use of the Flipgrid app This tool has effectively enhanced the learning experience of project lessons in the Global Success textbooks.

The pre-questionnaire and the post-questionnaire for students’motivation

a) Students’ interest towards project lesson before and after the application

The percentage of students who expressed interest in learning English before and after applying is shown in the table Groups of students' responses to the statements

"strongly agree" and "disagree" have changed significantly

Chart 1 Students’interest towards project lesson before and after the application

The data presented in Chart 1 reveals that 52.27% of participants "strongly agree" with their enjoyment of learning English, marking a significant increase compared to 15.91% Notably, 68.18% of the 44 students reported enjoying the subject Furthermore, the percentage of students who "disagree" dropped dramatically from 16% to 0%, while those who "strongly disagree" saw a slight decrease to 15.91% Interestingly, the percentage of students who "agree" remained consistent at 31.82% both before and after the application.

The graph illustrates the shifts in students' preferences for project-based learning before and after the experiment, highlighting a notable increase in their inclination to attend English classes compared to other subjects.

Strongly disagree Disagree Agree Strongly agree

Chart 2 Students’ preference towards project lesson before and after the application

The data reveals a notable shift in student preferences regarding English class attendance before and after the experiment Specifically, the percentage of students who strongly disagreed with enjoying English class dropped dramatically from 27.27% to 0% Conversely, those who strongly agreed with the statement increased significantly from 13.64% to 40.91% Additionally, the proportion of students opposing the idea decreased from 36.36% to 13.64%.

On the other hand, the percentage of supporters who selected "agree" increased noticeably from 22.73% to 45.45% c) Students’ opinion about project lessons before and after the application

Before and after the experiment, the students' attitudes toward project lessons are depicted in the graph Students' perceptions of how interesting project lessons are have significantly changed

The table shows a significant difference between the numbers of students who

Before the experiment, 18.18% of participants strongly disagreed and 22.73% disagreed with the statement "English classes are interesting." After the experiment, the percentage of those who strongly disagreed dropped to 0%, while those who disagreed also fell to 0% This indicates a significant decrease in negative perceptions, with a notable 22.73% difference in the "disagree" category.

The application of the flpgrid app led to a significant increase in student satisfaction, with the percentage of those selecting the "strongly agree" option rising from approximately 29.55% to 47.73% Notably, there were no students who expressed disagreement after using the app.

Spending more time in English class than other classes

Students find project lessons engaging, and data from the chart indicates that utilizing the Flipgrid application in these lessons significantly enhances motivation.

Chart 3 Students’ opinion towards project lesson before and after the application

The pre- questionnaire and post-questionnaire for students’

a) Students’ enjoyment in English lessons before and after application

The graph illustrates the students' sentiments towards project lessons before and after the experiment, revealing notable differences in the percentage of students who enjoy English class.

As shown in Chart 4, there has been a significant difference between before and after the experiment in the proportion of students who selected "strongly agree" and

A significant decline in disagreement with the statement "I enjoy learning English" was observed, dropping from 15.91% to 2.27% Additionally, the percentage of individuals who strongly disagreed decreased from 9.09% to 0% Conversely, those who agreed with the statement experienced a minimal decline, from 52.27% to 50%.

"strongly agree" rose noticeably from 22.73% to 47.73% With 27% of students choosing differently between the options before and after the experiment, this was the most significant difference

The data indicates that incorporating Flipgrid into English project lessons significantly enhances student motivation Almost all students report that learning English is a highly enjoyable experience, with a notable change of approximately 27%.

Project English lesson is interesting

Chart 5 Students’ opinion towards project lesson before and after the application b) Students ‘active participation in English project lessons before and after application

Chart 5 Students’ active participation towards project lesson before and after the application

The graph illustrates the level of student engagement in project lessons before and after the experiment, revealing a notable increase in active participation in English class Chart 5 highlights a significant difference in the percentage of students who "strongly agree" and "disagree" with the statement, "I always attend English project lessons," indicating the positive impact of the intervention on student involvement.

Actively attending English project lessons

The data indicates a notable shift in student attitudes towards participation after the application of Flipgrid in English project lessons The percentage of respondents who "strongly disagree" with active participation decreased from 23.73% to 0%, while those who "strongly agree" and "agree" rose significantly, from 22.73% to 50% and 27.27% to 50%, respectively This demonstrates that Flipgrid has positively influenced student engagement, as evidenced by the increased active participation of all students in class.

The findings from the pre and post questionnaires indicate that students enjoy speaking English using Flipgrid and actively participate in project lessons This demonstrates that the Flipgrid app significantly enhances the effectiveness of these lessons.

3.5 Surveying the urgentity and feasibility of proposed solutions

A survey was conducted among English teachers in the province to assess the necessity and feasibility of using the Fripgrid app to enhance the effectiveness of project lessons for 10th grade students.

3.5.2 Content a) Are the proposed solutions really urgent for the current research problem? b) Are the proposed solutions feasible for the current research problem?

3.5.3 Survey method and rating scale a) Survey method: Google form https://docs.google.com/forms/d/e/1FAIpQLSdxRP0Pj13x2GCuitmbRGbCKOsFN ExuspcxADBI_1PU0msMUA/viewform?usp=sf_link b) rating scale: - Not urgent (1 point) Less urgent(2point) Urgent(3 point) and Very Urgent(4point)

- Impossible (1 point) Less feasible(2point) Feasible (3 point) and Very Feasible(4point) c) respondents

74 English teachers from high schools

4.5.4.1 The urgency of the proposed solutions

Table 1: Assess the urgency of the proposed solutions

∑ average level quantity score quantity sco re quantity sco re quantity sco re

Teachers create accounts and groups on

Teachers create topics and provide complete learning materials to students

Teachers monitor and respond to students' clips regularly

4 Review and evaluate projects in a timely manner

The survey results highlight the urgent need for solutions to enhance project efficiency, with a notably high score indicating a critical level of urgency While Solution 4 received the lowest score, it remains an urgent priority Additionally, the application of the Flipgrid app is deemed essential for maximizing the effectiveness of project lessons.

4.5.4.2 Feasibility of the proposed solutions

Table 2 : Evaluate the feasibility of the proposed solutions

∑ average lev elquantity sco re quantity sco re quantity sco re quantity sco re

Teachers create accounts and groups on "-

34 create topics and provide complete learning materials to students

Teachers monitor and respond to students' clips regularly

4 Review and evaluate projects in a timely manner

The feasibility survey results presented in Table 2 indicate a consistent level of feasibility across all solutions, with each receiving high average scores Notably, the findings suggest that the solution for effectively managing multi-study projects is highly feasible.

Applying flipgrid app to maximize the effectiveness of project lessons is feasible

Summary

Flipgrid offers a modern solution to traditional classroom challenges by allowing students to systematically submit their work by question and discussion topic This platform fosters a collaborative learning environment where students can view and comment on each other's contributions, as well as access teacher feedback, enhancing their learning experience Additionally, Flipgrid features automatic subtitle generation for videos and an immersive reader option, enabling students to revisit and engage with their reading material effortlessly.

To improve their reading and speaking skills, individuals must first identify the words they struggle with, including mispronunciations, incorrect sounds, and awkward sentence breaks They can then practice these words and record videos of their attempts, continuing until they minimize errors and achieve a level of satisfaction with their performance.

I utilize the Flipgrid application to effectively assess my students' speaking skills, particularly when traditional speaking tests cannot be organized This innovative tool allows for accurate and objective evaluation of students' performance, aligning with modern assessment standards in English education Additionally, Flipgrid alleviates the challenges of cumbersome testing methods, making it especially valuable during the complexities of the epidemic for speech assessment.

Using Flipgrid encourages prompt responses from students when teachers pose questions related to learned topics, reducing hesitation in answering However, the diversity of responses varies significantly; weaker students often replicate phrases from the conversation, while average students demonstrate some vocabulary variation and basic structural changes In contrast, more proficient students not only alter vocabulary and structure but also incorporate additional knowledge into their answers.

The implementation of Flipgrid has significantly enhanced students' confidence in their listening and speaking skills, leading to quicker communication reflexes and a more flexible and fluent use of vocabulary and grammatical structures.

Utilizing Flipgrid beyond school hours boosts children's confidence in speaking English; however, it raises new challenges The key question is how to create more opportunities for language use within the classroom.

Language production activities are among the most challenging to execute effectively, particularly in large classrooms with students of varying proficiency levels, where many learners may be below average.

Limitation

The learning process faces several challenges, particularly for students from underpaid farming families with disadvantaged backgrounds These students often lack access to essential learning tools like smartphones, laptops, and tablets, which hinders their ability to practice English outside of school Additionally, only a small percentage of students show genuine interest in learning English, resulting in limited engagement during class While most have been studying the language since third grade, others have only started in sixth grade, contributing to varying levels of English proficiency among them.

36 is average Lesson and question content is inappropriate for students' knowledge, which prevents them from engaging in active learning and motivation

While most of our dedicated teachers understand the importance of motivation and active participation, they often struggle to create engaging activities that captivate students Developing interactive exercises for the online platform Flipgrid is a challenging and time-consuming endeavor that requires patience and skill Notably, three out of eight teachers have never utilized Flipgrid in their classrooms, with one even being unaware of its existence Consequently, despite their technological knowledge, many teachers lack confidence in effectively using this app during lessons.

recommendation

Students

Many students face challenges due to a lack of electronic devices, such as iPads, laptops, and smartphones, which limits their ability to utilize technology for educational benefits To address this issue, students can lend their devices to peers and collaborate in groups, sharing resources effectively However, it's important for teachers to guide students on uploading relevant videos, as some may post unrelated content Additionally, providing incentives like gifts and compliments for high-quality videos can enhance student motivation and engagement.

Appendix