INTRODUCTION
Statement of problem
For decades, English has established itself as a global lingua franca, playing a crucial role in various domains such as economics, trade, social communication, politics, culture, and education (Fandrych, 2009; Shobikah, 2017) Its widespread use has transformed it into a powerful tool for communication across the world.
People from diverse backgrounds can effectively communicate and share insights through a common global language, with English being a primary focus in non-native speaking countries Research indicates that proficiency in English is a key objective for many individuals in these regions, as it enhances their communicative abilities (Rodríguez Rodríguez, 2018) Consequently, there is an increasing emphasis on learning English to improve communication skills and facilitate information exchange The significance of the English language is evident in developing countries and its crucial role in multinational corporations.
English has become a dominant medium of instruction in global university systems, emphasizing the need for proficiency in all language skills, particularly speaking and listening, for effective communication (Patil, 2012) Oral speaking is crucial in the L2 learning process, serving the fundamental purpose of daily communication (Davies & Pearse, 2000) However, EFL students, especially in Asian countries, struggle to achieve fluency comparable to native speakers (Hwang et al., 2014; Koyak & ĩstỹnel, 2019; Leong & Ahmadi, 2017) In Vietnam, EFL students have historically been reluctant to engage in English communication due to factors such as low motivation, lack of self-confidence, and language anxiety (Truong & Phan, 2020; Vo et al., 2018) Nevertheless, the rapid advancement of technology presents opportunities to enhance knowledge transmission and transition from traditional education to integrated-technology education.
The integration of technology in language education, particularly through computer-assisted and mobile-assisted language learning systems, has significantly enhanced the effectiveness of teaching resources and improved the learning experiences of students.
Numerous educational studies have explored the impact of technology tools on language education, aiming to support both teachers and students For example, animated sitcoms have been used to teach grammar structures (Saeedi & Biri, 2016), while the Duolingo app has facilitated language learning (Nushi & Eqbali, 2017) Additionally, language games have been shown to enhance speaking performance (Ho et al., 2020) In English language teaching, technology tools like Vlogs (Lestari, 2019a), online videos (Young & West, 2018; Yỹkselir & Kửmỹr, 2017), and games (Ho et al., 2020) are popular for improving oral speaking skills In Vietnam, the challenges related to speaking in English education mirror those in other countries, suggesting that integrating technology in language classrooms could effectively enhance EFL students’ speaking competence.
The Flipgrid app serves as a video-response platform that enhances student engagement, collaboration, and confidence in speaking practice This study aims to explore the effectiveness of Flipgrid as a mobile application for English language learning and its role as a supplementary tool in the teaching and learning process Specifically, it investigates the impact of Flipgrid on speaking skills and gathers students' perceptions of its use within English for Business Communication classes at the College of Foreign and Economics Relations (COFER) The research highlights Flipgrid's effectiveness in the Vietnamese EFL context, examining its influence on students' speaking abilities and their overall experience with the app.
Research purpose
Mobile-assisted learning tools significantly enhance the learning process for English as a Foreign Language (EFL) students, serving as powerful resources in educational technology This research aims to highlight the benefits of these mobile-mediated learning tools, emphasizing their value in improving language education.
This study aims to enhance English language education by raising awareness among teachers and learners about the benefits of mobile technology tools, specifically Flipgrid, in the classroom The primary objective is to investigate how Flipgrid influences speaking performance in English language learners and to assess the changes in students' speaking abilities through its use Additionally, the research seeks to explore students' enriched perceptions after engaging with Flipgrid, highlighting its effectiveness as a learning tool.
Examining the influence of Flipgrid on speaking skills through the process of assessing students’ speaking recordings before and after the intervention
Identifying students’ perceptions on the use of Flipgrid through documenting their majority opinions collected from two different research instruments after the intervention.
Research questions
Aligning with the purposes of the study and the justification of research problems, the current study attempts to hand over answers for two specific questions:
1 To what extent does the students’ use of Flipgrid-based activities affect speaking performance?
2 How do the students perceive the use of Flipgrid in practicing speaking?
This article explores two primary research questions through a comprehensive literature review The first question focuses on the impact of the Flipgrid app on the speaking skills of Vietnamese higher education students, aiming to determine its positive effect on their speaking performance The second question investigates the participants' perceptions following their use of Flipgrid.
In other words, students have more opportunities to share feelings and comments concerning common issues such as preferences and difficulties when utilizing the Flipgrid application
Definition of key terms
This study focuses on key concepts such as Flipgrid, speaking skills, and the contextual research setting of English for Business and Communication, aiming to provide readers with a clear understanding of these terms and ensure alignment with the study's scope.
Flipgrid has emerged as a significant term in educational technology, recognized as a video-response platform accessible on mobile devices and online, designed to engage learners in discussions While it is a relatively new application, existing literature highlights its role in facilitating speaking activities for participants in experimental groups This research aligns with previous studies, affirming Flipgrid's importance as a tool for enhancing educational interactions (Johnson & Skarphol, 2018; Lowenthal & Moore, 2020a; McLain, 2018; Stoszkowski et al., 2020).
The importance of speaking skills in English language education has led numerous scholars to contribute to the literature over the years Prior research has defined speaking skills as the ability to construct meaningful sentences in conversational contexts, incorporating elements such as pronunciation, vocabulary, and grammar usage This study aims to synthesize various perspectives from earlier authors to offer a comprehensive definition of speaking skills, which encompasses linguistic competence, sociolinguistic awareness, and conversational abilities.
All participants in the study are required to complete a course in English for Business Communication as part of their college curriculum This course, offered by the General English Faculty, aims to improve students' English speaking and listening skills, enabling them to effectively use English in international work settings Throughout the course, students engage in practical business conversations, including welcoming visitors, making phone calls, handling complaints, scheduling appointments, and fostering cross-cultural understanding The program consists of 15 sessions over a duration of two months.
Significance of the research
The study highlights the development of Flipgrid, a video response application designed for enhancing English language learning in higher education This research not only introduces an innovative teaching tool for university environments but also expands the understanding of mobile-assisted learning technologies in Vietnam's educational landscape.
This study enhances English language teaching in Vietnam by integrating mobile tools, particularly Flipgrid, a video-based response platform It offers valuable theoretical insights into educational technology while providing practical applications that enhance students' speaking skills in both classroom and extracurricular settings Additionally, it broadens educators' perspectives on using technology for academic and professional development Ultimately, this research encourages curriculum developers and school administrators to recognize the advantages of Flipgrid, prompting them to consider its incorporation into teaching processes and curriculum design.
Scope of the research
The study does not strive to look for comprehensive effectiveness of mobile-assisted learning tools for language education As mentioned in previous parts, it mainly focuses
The Flipgrid application, utilized on mobile devices, aims to enhance speaking performance in the context of English for Business Communication at the College of Foreign and Economics Relations (COFER) Given the high prevalence of mobile phone usage among students at COFER, there is a strong willingness to participate in this study, leveraging the convenience of portable devices Although this research is confined to a single educational setting, it significantly contributes to the broader field of educational research, supporting language teaching and learning on both local and global scales.
LITERATURE REVIEW
Educational technology
The evolution of technology has been increasingly examined in relation to various fields of art, highlighting its constant updates to meet the demands of a changing world This is particularly evident in education, where the integration of computers has transformed teaching practices by storing essential materials and assessment documents (Selwyn, 2012) Numerous studies have shown that digital technology plays a crucial role in enhancing educational experiences (Christensen, 2002; Januszewski & Molenda, 2013; Selwyn, 2012) Furthermore, technology-based tools and media resources have become integral to learning assistance, underscoring the importance of technological advancements in the educational landscape.
10 list of technology resources used in education throughout the years (Zaki & Yunus,
Since 2015, the integration of digital devices like audio cassettes, radios, and overhead projectors has significantly enhanced education In language learning, radios have gained popularity in schools, offering authentic auditory listening practices that enrich classroom experiences Additionally, the widespread use of televisions has transformed education by providing visual content, making learning more engaging for students Furthermore, the emergence of learning-related software has been recognized as an innovative resource that effectively improves English language skills, as highlighted by prior research (Zaki & Yunus).
Technology-based resources have long been recognized for their potential to enhance educational opportunities and improve the learning environment However, existing literature highlights a critical gap in training for educators in using these technologies, as their knowledge, skills, and attitudes towards technology significantly influence the teaching and learning process.
Edu-Tech is increasingly recognized in various studies as a crucial tool for enhancing education by supporting teachers and addressing educational challenges (Januszewski & Molenda, 2013; Kumar, 1996; Schwartz & Beichner, 1999; Selwyn, 2012) It encompasses both human and non-human resources related to teaching (Schwartz & Beichner, 1999), highlighting its diverse nature and the importance of technology-based resources in education Teachers play a vital role in selecting these tools, and it is essential to understand that Edu-Tech aims to extend learning opportunities beyond traditional educational settings (Selwyn, 2012) This approach enables learners to engage in collaborative discussions within their communities, fostering a more interactive learning environment outside the classroom.
A study highlights the advantages of technology tools in education, emphasizing their role in enhancing both teaching and learning while fostering dynamic, technology-based classrooms (Ferdig, 2006) Interactive boards immerse students in a rich learning environment, allowing them to engage with animated visuals and authentic sounds Similarly, platforms like Kahoot facilitate game-based learning, making education more engaging for students Research suggests that technology bridges informal and formal learning in higher education (Kukulska-Hulme & Traxler, 2005), promoting a seamless connection between in-class and out-of-class experiences In the realm of distance learning, Chapman and Mahlck (2004) advocate for educational technology's benefits, citing tools like Nearpod, which enhances virtual lesson plans, and Padlet, which fosters collaboration in virtual classrooms The diverse array of technology resources available allows for effective instructional delivery, particularly in blended learning environments (Chapman & Mahlck, 2004; Ferdig, 2006) The ongoing Covid pandemic has further accelerated the need for these technologies as many countries face lockdowns, impacting the learning process globally.
Educational technology, commonly known as Ed-tech, has rapidly evolved to address the needs of online learning in contemporary education Recent research highlights the 2020 vision for education, focusing on the assessment of online learning through the effective use of technological tools, as outlined by Thompson and Lodge (2020).
Video-mediated tools have been proven effective in supporting language learning, as highlighted by various studies Research underscores the advantages of video-based classrooms, demonstrating their role in enhancing educational outcomes in the Ed-Tech landscape.
& Saidalvi, 2020; Shrosbree, 2008a) As has been previously reported in the literature,
Video-based technology has been shown to effectively reduce anxiety among students when it comes to public speaking in English These platforms create a supportive learning environment, allowing students to record and refine their videos until they feel confident enough to share their work This approach significantly enhances their motivation and confidence, which are crucial for developing speaking skills Additionally, previous research supports the notion that video resources can provide students with authentic auditory and visual materials that aid in grammar instruction (Saeedi & Biri, 2016).
A substantial amount of research highlights the strong connection between educational technology (Edu-tech) and English language education, demonstrating that EFL teachers have historically utilized tools like cassettes, radios, and CD players to enhance authentic listening experiences Over time, the incorporation of innovative technologies has significantly improved the authenticity and effectiveness of language teaching and learning, fostering creativity in the classroom Numerous studies indicate that the integration of technology in language education positively impacts both teachers and students, with findings showing that technology tools enhance teaching instruction, motivation, and interactive learning environments For instance, research from Indonesia reveals that multimedia technology promotes learner interest, communicative competence, and cross-cultural understanding while facilitating peer interaction Additionally, various studies have explored the role of technology in EFL contexts, including the use of animated sitcoms to support grammar learning.
2016), the use of Vlogs (Lestari, 2019b), video-based technology (Miskam & Saidalvi, 2020; Yỹkselir & Kửmỹr, 2017) for speaking skills
In Vietnam, the Prime Minister's decision 1400/QĐ-TTg emphasizes the importance of foreign language education from 2008 to 2020 within the national education system Additionally, the Ministry of Education and Training (MOET) has approved a project for 2016-2020 aimed at integrating technology across all education levels, marking a significant shift from traditional teaching methods to more innovative approaches To foster a modern learning environment, Vietnamese schools are encouraged to equip themselves with necessary technological resources While these advancements enhance traditional education, they also present challenges, such as adapting curricula and training teachers and students for technology-based classrooms Consequently, various studies have been conducted to explore the implementation of technology in English language teaching and the positive perceptions of teachers and EFL students regarding this transition.
Research on technology in the EFL Vietnamese context highlights significant advancements in teaching methodologies and language skills, such as enhancing English writing through blogs (Ho & Usaha, 2009), utilizing blended learning (Pham, 2018), and incorporating games into speaking activities (H Pham et al., 2020) These findings underscore the importance of technology in real educational settings Furthermore, literature indicates that Vietnamese learners perceive technology positively, with studies showing that they believe tech tools can improve their English proficiency (Tran et al., 2019) This is supported by the increased use of educational technology in schools However, it is crucial that the selection of Ed-Tech tools aligns with students' needs to boost their confidence in using technology effectively.
Research highlights the importance of addressing both students' needs and teachers' attitudes towards technology integration in language education (Qalati & Thuy, 2020) A study by Hue & Ab Jalil (2013) found a positive correlation between teachers' attitudes and their use of technology in the classroom In early education, teachers reported that adopting Ed-tech tools enhances learning environments, addresses educational challenges, and fosters critical thinking (Qalati & Thuy, 2020) However, feedback from educators and EFL students indicates a need for more training workshops to equip teachers with essential technical skills for technology-based teaching (Hue & Ab Jalil, 2013; Qalati & Thuy, 2020) Overall, while previous research demonstrates the effectiveness of technology in language education, there remains a gap in understanding how to effectively train and engage users.
Mobile learning
Mobile devices have increasingly become integral to the teaching and learning process Research indicates that nearly 90% of students under 18 have access to mobile technology, highlighting its suitability for education (Valk et al., 2010) This growing trend has led to the emergence of the term "mobile learning," which has garnered attention from various educational scholars Typical mobile devices that can effectively support educational activities include cellphones, smartphones, tablets, personal media players, and PDAs (Personal Digital Assistants) (Kukulska-Hulme & Traxler).
2005) Relating to conceptualizing a definition of mobile learning (M-learning), it is
Mobile learning is defined as a process of education facilitated by mobile devices, enabling learners to study in various locations while accommodating their need for portability and individual preferences (Alsaadat, 2017; Kearney et al., 2012).
Mobile learning has evolved significantly over the years, with scholars highlighting the increasing ubiquity of portable devices like smartphones and tablets, which are socially interactive and personalized for students (Klopfer et al., 2002) Research indicates that these devices not only engage students but also promote lifelong learning, with affordability influencing student satisfaction (Mahamad et al., 2010) Small mobile devices are favored for their convenience, allowing students to learn anytime and anywhere, often surpassing traditional computers in usage due to their cost-effectiveness (Fetaji et al., 2011; Mahamad et al., 2010) Mobile learning enhances accessibility and fosters a personalized learning environment, placing students at the center of the educational process (Tayebinik & Puteh, 2012) It bridges classroom learning with out-of-class experiences (Baharom, 2013) and features such as mobility, ubiquity, and interactivity are essential for promoting autonomy in learning (Zaki & Yunus, 2015) Additionally, mobile devices facilitate collaborative learning, further enriching the educational experience.
Mobile learning fosters connections among learners using the same content, as noted by Alsaadat (2017) It is widely believed that mobile learning can facilitate a transition from traditional paper materials to e-learning resources accessible on mobile devices Engaging students in learning activities through their own mobile phones enhances both the entertainment value and effectiveness of the educational experience.
Mobile learning has emerged as a significant educational tool, demonstrating its potential to enhance learning experiences Its advantages over traditional computer-assisted learning systems include greater portability and affordability Characterized as ubiquitous, assessable, and context-sensitive, mobile learning fosters collaboration, engagement, and personalized learning styles By incorporating entertainment elements, it captures students' attention and promotes motivation for autonomous learning Most importantly, mobile learning creates connections that bridge the gap between classroom education and real-world applications.
Mobile learning is significantly influenced by theoretical research on learning theories, emphasizing collaboration, connection, and interaction through mobile devices to facilitate knowledge construction This section presents a theoretical background rooted in social constructivism, maintaining a strong focus on constructivist principles in mobile learning to effectively illustrate the relevant theories for this study.
Constructivism, a learning theory associated with the student-centered approach, emphasizes that students generate new knowledge based on their prior experiences (Qiu, 2019; Bruner, 1966) This concept is largely influenced by Vygotsky's learning theory, which highlights the social aspects of learning.
Social constructivism, rooted in Vygotsky's theories, highlights the importance of collaboration and social interaction within a socio-cultural context (Hummel, 2020) Learning is deeply connected to interactions among learners, teachers, and the community, where communication and observation enable students to develop both social and cognitive knowledge This process allows them to construct and express their understanding of new information based on prior knowledge, fostering increased collaboration and social interactions for better information processing A constructivist learning environment prioritizes a student-centered approach, positioning students as active constructors of knowledge while teachers serve as facilitators who guide and support this learning journey (Qiu, 2019) According to Qiu (2019), for students to become effective knowledge constructors, they must engage actively in their learning process.
Explore knowledge to construct its meaning
Collect needed information and learning materials
Apply critical thinking to analyze, evaluate and create their own knowledge
Constructivism emphasizes that learners build knowledge through personal experiences by interacting, observing, processing, and personalizing information A deeper understanding of social constructivism reveals that learning occurs within students' contexts through social activities According to Baharom (2013), individuals construct meaning both individually and socially while processing new knowledge.
Mobile devices align well with constructivist learning principles, enhancing teaching and learning activities Existing literature on mobile learning indicates a significant number of studies support this approach.
18 have examined that mobile learning adheres to social connection and user-centered tendency that helps generate individual learning spaces (Klopfer et al., 2002; Tayebinik
& Puteh, 2012), promote collaboration between teachers and in-class peers (Alsaadat,
Mobile learning enhances mutual interactions and fosters connections with the real world beyond traditional classroom settings It accommodates individual learning styles by allowing learning to occur anytime and anywhere However, there is a scarcity of research indicating that online learning environments may challenge the constructivist learning theory Therefore, teachers must act as facilitators in student learning by promoting awareness and implementing a diverse range of activities and strategies to create an effective learning environment.
Creating an effective learning environment is essential for knowledge production (Marzouki et al., 2017) To achieve this, teachers must focus on several key factors that enhance the learning space.
engage learners more into problem-solving activities
prepare tasks and learning experiences closely related to what kind of environment students need in the future
promote students’ thinking through a learning environment
encourage idea testing versus alternative views and contexts;
create an interactive learning environment with peers and teachers through learning activities
Learning spaces play a crucial role in knowledge development, emphasizing the importance of a socio-cultural context in the learning process (Hummel, 2020, as cited in Vygotsky, 1978) To foster collaboration, interaction, and discussion, students require diverse learning environments that extend beyond the traditional classroom setting.
It is proven from past studies, mobile learning could produce such a kind of environment
Mobile learning bridges the gap between informal and formal education, providing learners with meaningful opportunities to engage with the world around them (Kukulska-Hulme & Traxler, 2005) This approach allows individuals to incorporate their personal experiences into their educational journey, enhancing the learning process.
An extensive literature has developed on a theoretical foundation of mobile learning based on viewpoints of the constructivist approach, which presents criteria that is helpful for teachers (Sharples et al., 2005):
Learning happens across spaces and time in contextual settings
Being aware of what learning environments students enjoy engaging into
Learners centered, knowledge centered, assessment centered and community centered
Mobile devices are personal and ubiquitous
Baraham (2013) emphasizes the importance of mobile learning in higher education by synthesizing principles from social constructivist learning theories The study identifies four key categories for designing effective mobile learning activities: contextual learning, reflective learning, collaborative learning, and multiple-perspectives learning Additionally, it highlights that the choice of mobile learning applications significantly influences lesson design.
Flipgrid
3.1 Flipgrid: how to use it
Currently, four popular applications for asynchronous video-based learning on mobile devices are VoiceThread, Flipgrid, EdConnect, and Marcopolo, as highlighted in a recent study by Lowenthal et al.
In 2020, the rise of Edu-tech applications has transformed the learning experience by making it accessible on mobile and digital devices These tools foster a more interactive and collaborative environment, enhancing student engagement and motivation within online learning communities.
25 decided to look into a video recording application that would be useful for English communication classes
This study explores Flipgrid, an innovative video response platform created by Charles Millers in 2015, which is accessible on both web and mobile devices (Lowenthal & Moore, 2020b) Generally recognized as a free community for video discussions, Flipgrid facilitates learning in both online and face-to-face environments (Flanagan, 2019a; Forsythe & Raine, 2019; Johnson & Skarphol, 2018; Stoszkowski et al., 2020) Designed to enhance educational diversity, Flipgrid aims to transform traditional teaching methods through mobile technology (Miller et al., 2020) Forsythe and Raine (2019) provide insights into the app's functionality and its importance in the educational process Its user-friendly interface, featuring animated stickers and emojis, makes it an attractive tool for educators and learners alike, especially benefiting those who may lack confidence in language learning (Agan et al., 2019).
Figure 4.1: The Flipgrid app interface on mobiles
This section explores the effective use of Flipgrid in literature classes Educators can easily create a free account using Google Mail and add students to a class known as a "Grid," fostering a collaborative environment for student work Within each Grid, teachers can design a tailored learning experience by organizing topics and customizing features to align with student preferences.
Figure 4.2: An example of grids in Flipgrid
Figure 4.3: An example of topics
To initiate a Grid, educators can incorporate an unlimited number of topics to facilitate engaging learning discussions Each topic allows for customizable response times tailored to meet task requirements and student needs during speaking performance recordings The Prompt area can include additional directions and questions to guide student responses To enhance student engagement, optional features such as instructional sample videos, YouTube links, images, emojis, and integrations with platforms like Kahoot and Nearpod can be utilized Students can also use fun icons available on Flipgrid to feel more at ease while recording their videos All submissions are organized in a grid format, enabling teachers and peers to easily view the entire class's contributions.
Teachers can customize video features and feedback settings when uploading videos on Flipgrid, enhancing the management of Grids, topics, and video responses This platform allows students to view their peers' videos and receive constructive feedback from both classmates and teachers, fostering increased interaction through comments Additionally, Flipgrid provides a grading rubric to evaluate students' ideas and video performances To facilitate sharing assignments, it offers various options such as QR codes, copy links, and embedded codes for Grids, topics, and student videos Students can easily access Flipgrid via the website or by downloading the mobile app, with teachers providing links or grid codes for convenience For this study, students are encouraged to use the Flipgrid app on their smartphones to complete speaking activities.
According to Shrosbree (2008), videos allow learners to see the context of the discourse and the speaker’s body language Flipgrid is a video-response platform to empower
The Flipgrid app empowers students by allowing them to showcase their knowledge and skills through video recordings, enabling instructors to conduct more precise assessments The founders of Flipgrid, as highlighted by Miller et al (2020), focus on engaging students in learning and amplifying their voices through video sharing Additionally, McClure and McAndrews (2016) emphasize that the app is designed to support the development of educational professionals.
address the needs of changing learners by enhancing engagement
increase instructor’s awareness of student understanding of course concepts
Flipgrid significantly enhances student engagement in the learning process by fostering collaboration and interaction between teachers and students through video sharing and feedback (Agan et al., 2019; Innes, 2020; Johnson & Skarphol, 2018; McLain, 2018; Miller et al., 2020; Stoszkowski et al., 2020) Unlike other video-response platforms like Voice Thread, Flipgrid uniquely promotes learners' confidence and motivation while facilitating comprehensive feedback from instructors Its accessibility allows schools, teachers, and students to create and share multiple discussion grids, thereby increasing collaboration across different groups Ultimately, engagement remains a central focus on the Flipgrid platform, making it a valuable tool in educational settings.
The Flipgrid app has gained significant popularity among educators and students for enhancing speaking skills activities (Mcclure & Mcandrews, 2016) It serves multiple purposes, including course introductions, facilitating group discussions, reviewing content, and functioning as an effective assessment tool.
Flipgrid enhances student-instructor interaction by allowing immediate sharing of ideas and feedback, which reinforces skills and promotes deeper engagement The platform supports course learning objectives through preloaded assessment rubrics, enabling instructors to assess student work efficiently It fosters verbal discussions among students, encouraging collaboration and adding their voices to discussions Additionally, Flipgrid creates engaging activities that include both discussions and text-based tasks, while promoting collaboration through comments and reflections, ultimately connecting learners with their knowledge and learning experiences.
Recent literature highlights the positive impact of Flipgrid on language education, emphasizing its role in fostering learning discussions and engagement It offers students enhanced opportunities to practice speaking skills, particularly outside of traditional classroom settings (McLain, 2018) Forsythe and Raine (2019) note that Flipgrid boosts students' confidence in their speaking abilities Additionally, Lowenthal and Moore (2020) point out that the app's creativity and flexibility are enhanced during video recordings, allowing less confident students to express their ideas in a comfortable manner For example, students can use icons or humorous emojis as avatars, making the presentation of their thoughts more approachable.
Recent research highlights the effectiveness of Flipgrid in enhancing communication skills in online learning environments, addressing the issue of limited interaction Studies conducted by Stoszkowsk, Hodgkinson, and Collins (2020), as well as Johnson and Skarphol, support the notion that Flipgrid can significantly improve engagement and interaction among students in distance education.
In 2018, research highlighted the significant advantages of Flipgrid as an instructional tool for distance education, particularly in enhancing engagement and communication This video-based platform not only benefits online courses but also proves effective in on-site learning, especially in language education McLain's empirical study in Business English Writing classes in Korea found that Flipgrid's user-friendly nature contributes to its effectiveness The app helps language learners increase their speaking time and reduce anxiety, with university students in Korea providing positive feedback on its impact on English language skills Overall, evidence suggests that Flipgrid plays a crucial role in the language teaching and learning process, with online learning courses demonstrating greater effectiveness than traditional classroom settings when utilizing this video response application.
In Vietnam, challenges such as large class sizes and grammar-focused assessments impact EFL students' speaking abilities An empirical study conducted at a university explored the effectiveness of the Flipgrid application in improving English communication skills (Doan & Huynh, 2019) Findings indicated that Flipgrid significantly enhances students' interest, speaking proficiency, and confidence As an innovative video application, Flipgrid offers valuable benefits to EFL students in Vietnam by reducing language anxiety, fostering a willingness to communicate, and increasing engagement in English learning While Flipgrid shows promise in educational settings, it remains a relatively new tool, highlighting the need for further research in this area.
In discussion of perceptions towards learning process, it is reported that student perceptions have been found to closely relate to satisfaction and engagement (Mejia,
Students who feel highly satisfied with their learning experiences are more inclined to engage in educational activities Additionally, students' perceptions of their learning play a crucial role; a positive experience increases the likelihood of active participation and enhances their learning outcomes.
The findings from one study on students’ perceptions and attitudes towards the use of Flipgrid was pointed out that students positively perceived on the Flipgrid app (Mango,
Speaking skills
Research indicates that speaking is a crucial skill in second language (L2) acquisition, as highlighted by Leong and Ahmadi (2017) and Sabina (2018) It serves as a vital means of expressing ideas and understanding listeners, making it an essential component of effective communication (Pham et al.).
In 2020, research highlighted the importance of speaking skills for students, enabling them to express themselves and engage in meaningful exchanges with peers and teachers Various educational authors have defined speaking skills as a fundamental component of effective communication.
33 concept in second language learning demonstrated as an interactive process from receiving knowledge, processing to conveying meanings and absorbing it (Brown,
Speaking is defined as oral communication that involves the combination of words to form meaningful sentences for various purposes such as requesting, questioning, and conveying meanings (Nunan, 1995) Nunan (1999) further elaborates that speaking skills encompass linguistic competence, sociolinguistic knowledge, and conversational abilities Harmer (2007) adds that effective speaking includes pronunciation elements like intonation, stress, and connected speech, highlighting the significance of communicative contexts and repair strategies in second language acquisition Additionally, the appropriate selection of vocabulary and correct grammar usage are essential for achieving communicative goals (Contreras Ospitia et al., 2016) Collectively, these insights contribute to a comprehensive definition of speaking skills, which this paper aims to synthesize and refine based on Nunan's perspectives.
(1995, 1999), (Harmer, 2007), and Ospitia, Garzón and Garces (2016) as oral skills to produce meaningful verbal utterances with the use of correct pronunciation, vocabulary and grammar to convey meanings in specific contexts
Effective communication is a complex process that relies heavily on speaking and listening skills, as noted by Harmer (2007) In language education, success is measured by learners' ability to communicate fluently and accurately Mastery of speaking skills enables students to express opinions and share information in classroom settings Engaging in diverse speaking practices fosters a supportive environment for developing speaking competence, as highlighted by Baker and Westrup (2003) The importance of speaking skills in second language education has been reinforced by numerous studies (Leong & Ahmadi, 2017; Qureshi, 2008; Rao, 2019) To effectively teach speaking skills, ESL educators should focus on five key principles.
Realize differences in learning contexts between L2 and foreign language
Provide more practice to develop fluency and accuracy in spoken language
Increase student-talk time in group work, pair work
Engage students in speaking activities regarding negotiation for meaning
Involve both transactional and interactional speaking practice in classroom activities (Nunan, 2003)
The author advocates for a student-centered learning approach that enhances speaking skills, emphasizing that increased opportunities for practice and engagement lead to greater fluency and accuracy in language use.
Despite the significance of speaking skills in language education, the literature presents a complex array of challenges According to Brown (1994), students often struggle to achieve speaking competence due to the intricate nature of spoken language features The characteristics outlined below are essential for developing fluent speech in spoken language skills.
Clustering is regarded as fluent speaking through phrase combination
Redundancy of language is to reshape, repeat, insert or even omit in the effort to make it more natural, making utterances clearer…
Reduced forms are related to eliminating certain forms of words or phrases; for example, schwa sounds, contractions, elisions…
Performance variables are aimed to build up a native-like speaking style concerning using hesitations, pauses…
Colloquial language is about daily conversational language or called spoken language such as idioms, slang words
Rate of delivery is attached to delivering a speech with appropriate use of pitch, speaking rate, pauses, and silences
Stress, rhythm, and intonation are noticed as parts of pronunciation to convey meanings and ensure fluency for spoken language
Interaction is seen as a primary factor to help reach communicative goals when acquiring spoken language
EFL learners often struggle to acquire spoken language skills due to limited speaking practice outside the classroom (Nunan, 2003) Research indicates that psychological factors, such as anxiety and lack of confidence, contribute to students' communication difficulties in English (Chelghoum, 2020) Additionally, EFL students face challenges in constructing grammatically correct sentences (Rao, 2019) Studies in various EFL contexts, including Hong Kong, highlight that speaking issues stem from sociocultural, institutional, and interpersonal factors, with a notable lack of interactive opportunities and investment in language curricula (Gan, 2012) Furthermore, Malaysian students encounter difficulties in expressing themselves in L2, while Indonesian students face language barriers and psychological challenges that hinder their speaking practice (Leong & Ahmadi, 2017; Abrar et al., 2018) Overall, EFL students have been grappling with these challenges for decades, making it difficult for them to develop their spoken language skills.
In the context of English language acquisition in Vietnam, challenges arise concerning students' communicative competence A recent study by Hoang and Van (2019), involving 30 English language teachers in Hanoi, reveals that most Vietnamese learners in speaking classes tend to be inactive This inactivity is attributed to insufficient classroom investments focused on speaking practice, highlighting significant speaking challenges faced by students.
A study conducted in a high school revealed that students faced several challenges in their speaking skills, including insufficient knowledge of speaking topics, a lack of effective listening strategies, low motivation, and confidence issues Additionally, the feedback provided by speaking teachers was found to be inappropriate, further hindering students' progress.
Research indicates that Vietnamese university students struggle with speaking English due to factors such as inhibition, low engagement, and mother tongue interference Common challenges include fear of making mistakes, limited vocabulary, and lack of confidence, as highlighted in studies conducted in various educational contexts In particular, students at Can Tho University face difficulties in communicating in a second language, exacerbated by insufficient after-school activities and speaking environments These challenges are often linked to a lack of motivation and opportunities for practice, stemming from limited awareness of the importance of English learning and insufficient support from teachers To address these issues, promoting student motivation and collaborative learning, along with integrating technology and multimedia resources in teaching, can enhance speaking skills and reduce barriers to effective communication Overall, both early and recent studies reveal that students worldwide continue to encounter significant obstacles in developing their English speaking abilities.
Summary of the Literature Review and research gap
In order to become proficient in studying a language, students have to fulfill components of language competence One measurable acquisition in L2 learning
37 process is communicative competence; however, it could not be easily successful if students are afraid of speaking
Numerous studies highlight the importance of speaking competence in language learning and the effectiveness of the Flipgrid video response application Speaking is essential for achieving L2 learning goals, yet EFL learners often require additional effort and practice to develop this skill To enhance fluency in English, it is crucial to boost students' motivation, build their confidence, engage them in speaking activities, and provide ample opportunities for practice both inside and outside the classroom Research indicates that Flipgrid serves as an effective tool for improving oral competence by reducing language anxiety, increasing willingness to communicate, and enhancing student participation in speaking activities The advantages of using Flipgrid can significantly influence students' speaking performance in English language education, addressing a critical gap in this study.
Despite the positive impacts of the Flipgrid application, research on its use in English as a Foreign Language (EFL) education remains limited and lacks diversity Most studies focus primarily on the benefits of distance learning and e-learning programs, with insufficient exploration of Flipgrid's role in language education In Vietnam, there is a notable gap in research examining the effects of Flipgrid, highlighting the need for further investigation into this interactive tool's advantages to enrich the educational research landscape.
This research investigates the critical need for technology integration in L2 speaking instruction in Vietnam, specifically focusing on the impact of the video-based application Flipgrid on students' speaking performance Additionally, it aims to explore students' perspectives on using Flipgrid to enhance their speaking skills within the context of the College of Foreign and Economic Relations.
