The Effect of Flip Discussions on EFL Students’ Speaking Skills and Attitudes

Year 2025, Volume: 12 Issue: 2, 57 - 74

Elif Ay Kaya , Ceylan Ersanlı

https://doi.org/10.17275/per.25.19.12.2

Abstract

In English as a Foreign Language (EFL) classrooms, classroom time allocated for discussions to develop students’ speaking skills is mostly limited due to crowded classrooms, time constraints, or intensive curriculum. This study aimed to investigate the impact of an asynchronous computer-mediated communication tool, Flip, on the attitudes and speaking proficiency advancement of EFL students. To this end, the Flip application was integrated into the traditional classroom setting to increase the discussion time outside the classroom. Seventeen eleventh-grade EFL high school students from Samsun, Türkiye participated in the study through convenience sampling. Using an explanatory sequential mixed methods design, the study collected both quantitative and qualitative data from students through pre-and post-test speaking tests and semi-structured interviews. The numeric data were analyzed using the SPSS program, while the qualitative data underwent theme analysis. The results demonstrated that using Flip enhanced students' speaking ability and positively impacted their attitudes. Additionally, the findings from the semi-structured interviews demonstrated that students perceived asynchronous Flip discussions as beneficial to interact with each other both inside and outside the classroom by allowing them to get to know each other well, improve their fluency and pronunciation, get feedback from their teachers, and reduce their speaking anxiety. On the other hand, there were a few disadvantages mentioned by some students including lack of face-to-face communication due to the asynchronous mode and the invisibility of their videos by some users from time to time.

Keywords

asynchronous computer-mediated communication, attitudes, EFL, Flip, speaking skills.

References

• Abrams, Z. I. (2003). The effect of synchronous and asynchronous CMC on oral performance in German. The Modern Language Journal, 87(2), 157-167. doi:10.1111/1540-4781.00184.
• Alfehaid, A. (2018). Integrating CALL with analytical rubrics for developing speaking skills. Computer-Assisted Language Learning Electronic Journal, 19(2), 166-186.
• Alkan, H., & Bümen, N. T. (2020). An Action Research on Developing English Speaking Skills through Asynchronous Online Learning. International Journal of Curriculum and Instruction, 12(2), 127-148.
• Blake, R. J. (2017). Technologies for teaching and learning L2 speaking. In Chapelle, A. C. & Sauro, Shannon (Eds.) The handbook of technology and second language teaching and learning, (107-117). WILEY Blackwell Publ.
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
• British Council. (2024). Development of English Language Teaching in Turkey. Retrieved from Development of English Language Teaching In Turkey | British Council.
• Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25-37. doi:10.1016/j.system.2016.12.016.
• Bueno Alastuey, M. C. (2011). Perceived benefits and drawbacks of synchronous voice-based computer-mediated communication in the foreign language classroom. Computer Assisted Language Learning, 24(5), 419-432. doi:10.1080/09588221.2011.574639.
• Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı. [Data analysis handbook for social sciences]. Pegem Academy Publications.
• Chen, Y. (2011). The influence of integrating technology in language learning courses. (Doctoral Dissertation). University of Kansas-USA.
• Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press.
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. (3rd ed.). SAGE Publications.
• Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed-methods research. (3rd ed.). SAGE Publications.
• Crumlish, C., & Malone, E. (2009). Designing social interfaces: Principles, patterns, and practices for improving the user experience. O’Reilly Media, Inc.
• Crystal, D. (2003). English as a Global Language (2nd ed.). Cambridge University Press.
• Dornyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
• Flip, 2024. Retrieved on January 10, 2024, from Flip is a video discussion and sharing app, free from Microsoft.
• Göktürk, N. (2016). Examining the effectiveness of digital video recordings on oral performance of EFL learners. Teaching English with technology, 16(2), 71-96.
• Hamzaoğlu, H., & Koçoğlu, Z. (2016). The application of podcasting as an instructional tool to improve Turkish EFL learners’ speaking anxiety. Educational Media International, 53(4), 313-326. doi:10.1080/09523987.2016.1254889.
• Hanh, L.T. T., & Huong, T. T. B. (2021). Applying Flipgrid-based portfolio to improve Vietnamese EFL high school students' speaking scores. 3L: Southeast Asian Journal of English Language Studies, 27(4), 85-100. doi:10.17576/3L-2021-2704-07.
• Luppicini, R. (2007). Review of computer-mediated communication research for education. Instructional Science, 35, 141-185. doi:10.1007/s11251-006-9001-6.
• Mai, T. T., Wiest, G., & Nguyen, N. (2020). Asynchronous video-based discussion for the enhancement of intercultural competence among Vietnamese non-English majors. Computer Assisted Language Learning Electronic Journal, 21(3), 159-174.
• Mertens, D. M. (2015). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. SAGE Publications.
• Ministry of National Education-MoNE (2018). Ortaöğretim İngilizce Dersi Öğretim Programı [Secondary school English curriculum]. Retrieved December 10, 2023, from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=342&ysclid=llkz53gw25430351688
• Namaziandost, E., Razmi, M. H., Hernández, R. M., Ocaña-Fernández, Y., & Khabir, M. (2022). Synchronous CMC text chat versus synchronous CMC voice chat: Impacts on EFL learners’ oral proficiency and anxiety. Journal of Research on Technology in Education, 54(4), 599-616. doi:10.1080/15391523.2021.1906362.
• Nguyen, T. T. T. (2024). Using Flipgrid videos to enhance speaking and presenting in English for non-native learners. International Journal of Engineering Pedagogy, 14(2), 100-111. doi:10.3991/ijep.v14i2.43813.
• OECD. (2024). PISA 2025 Foreign Language Assessment. Paris: OECD. Retrieved from PISA 2025 Foreign Language Assessment | OECD.
• Rahimi, M., & Fathi, J. (2022). Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners. Computer Assisted Language Learning, 37(4), 924–960. doi:10.1080/09588221.2022.2064512
• Romiszowski, A. & Mason, R. (2004). Computer-mediated communication, In D. H. Jonassen (Ed.). Handbook of Research on Educational Communications and Technology, 2nd Ed. (pp. 397- 431). NJ: Lawrence Erlbaum Associates, Publishers.
• Satar, H. M., & Özdener, N. (2008). The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92(4), 595-613. doi:10.1111/j.1540-4781.2008.00789.x.
• Tuyet, T. T. B., & Khang, N. D. (2020). The influences of the Flipgrid app on Vietnamese EFL high school learners’ speaking anxiety. European Journal of Foreign Language Teaching, 5(1), 128-149. doi:10.46827/ejfl.v5i1.3216.
• Yanguas, Í., & Flores, A. (2014). Learners' willingness to communicate in face-to-face versus oral computer-mediated communication. Jalt Call Journal, 10(2), 83-103.
• Zhou, A. (2023). Investigating the impact of online language exchanges on second language speaking and willingness to communicate of Chinese EFL learners: a mixed methods study. Frontiers in Psychology, 14, 1-11. doi:10.3389/fpsyg.2023.1177922.