Flipgrid: Unlocking the English Speaking Potential of Jordanian Adolescent EFL Learners
This study investigated the effect of using Flipgrid, an application through which teachers gather learners in virtual classrooms to allow interaction through video and audio sharing, on Jordanian EFL seventh-grade students’ speaking performance (along with the features of fluency, pronunciation, grammar, and vocabulary).
Speaking is a fundamental skill in language acquisition, yet it constitutes a challenge to many EFL learners due to limited opportunities for practice. With the integration of digital tools in language teaching and learning, platforms, of which Flipgrid is one, have emerged as innovative conduits for self-paced learning, active engagement, personalized feedback, and a low-pressure environment for practice.
A quasi-experimental design was used, as two intact seventh-grade sections of 25 students each were drawn from Al Morooj Secondary School for Girls (Amman, Jordan) in the first semester of the academic year 2023/2024. The speaking activities of Modules 1, 2, and 3 of the prescribed textbook, Action Pack 7, were redesigned into a 10-week Flipgrid-based instructional program to teach the experimental group, whereas the control group was taught following the guidelines of the Teacher’s Book of Action Pack 7. The instrument used was a speaking pre-/ post-test.
The study provides empirical evidence that Flipgrid significantly improves EFL learners’ speaking performance in terms of fluency, vocabulary, pronunciation, and grammar. By providing evidence for the effectiveness of a structured, technology-based instructional program, this study demonstrates how digital tools can transform traditional language instruction into more interactive, engaging, and learner-centered.
The results revealed that the Flipgrid-instructed group outperformed the control group in speaking overall and along the features of fluency, pronunciation, grammar, and vocabulary.
Language instructors should consider integrating Flipgrid (and similar digital platforms) into their instruction to create an environment conducive to engaging speaking practice. Flipgrid can also be used to conduct formative self- and peer-assessment, which fosters both autonomy and a sense of community. Curriculum designers are called upon to integrate digital platforms into language materials to develop speaking in an interactive and student-centered manner and promote reflective practice and ownership among learners. Policymakers are also called upon to allocate resources to ensure equitable access to digital tools in classrooms to address infrastructure challenges and reduce the digital divide, not to mention support technology-based teacher training initiatives for innovative teaching practice.
Researchers may compare the effectiveness of Flipgrid with other digital tools (e.g., Padlet, Edmodo, Seesaw, Voki, Loom, Kahoot!) in speaking and other language skills (viz., listening, reading, and writing).
This research underscores the transformative potential of integrating digital tools into language education, allowing for more effective and equitable learning experiences that benefit both the individual learner and the community at large.
Future research may investigate the long-term effects of Flipgrid on learners’ speaking performance or its effectiveness across diverse age groups, proficiency levels, or cultural contexts.
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