Volume 3, Issue 2 December 2021, pp. 34–50
Utilizing Flipgrid for speaking activities: A small-scale university-level EFL study
In 2020, the COVID-19 pandemic forced many educational institutions to implement ERT, which resulted in courses going online across Japan. Many teachers were faced with creating asynchronous or on-demand materials to meet the educational goals of their classes. The purpose of this study was to investigate the use of Flipgrid as a face-to-face speaking activity replacement. The study used four criteria based on asynchronous teaching as well as feedback from student surveys to determine Flipgrid’s efficacy as a face-to-face replacement and the use it may serve for future online or hybrid English courses. The use of Flipgrid had some observable positive and negative impacts. Students stated that motivation to learn English, as well as their listening and speaking ability grew over the first semester of the course. However, some student participants remarked that they were apprehensive to show their faces on camera for teachers and peers to see. The lack of real-time feedback from teachers may also be an obstacle to overcome for Flipgrid to be an effective replacement for face-to-face speaking activities.
© David Hammett
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Hammett, D. (2021). Utilizing Flipgrid for speaking activities: A small-scale university-level EFL study. Technology in Language Teaching and Learning, 3(2), 34–50. https://doi.org/10.29140/tltl.v3n2.509
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