Video-Based Platforms and Speaking Skill Development in Undergraduate EFL Contexts: Insights From Flipgrid
DOI:
https://doi.org/10.17507/jltr.1703.20Keywords:
speaking skills, video-based platforms, EFL learners, educational technology, FlipgridAbstract
Many EFL learners do not have enough opportunities to practice speaking English in real situations. This study examined how Flipgrid, a video discussion platform, influenced the speaking performance and perceptions of undergraduate EFL learners. Sixty Iraqi university students from an English department participated in an eight-week mixed-methods study. The WIDA Speaking Rubric was used to assess students in pre and post speaking tests, which provided quantitative data, while semi-structured interviews with ten participants provided the qualitative data. The study showed that students improved their speaking skills, especially in fluency and pronunciation. The analysis also showed progress in vocabulary, grammar, and comprehension. During the interviews, many students said that using Flipgrid made them feel more confident and more willing to speak English. A few also mentioned that they felt less nervous when speaking. Students appreciated recording videos more than once, practicing independently, and getting feedback from both peers and teachers. Peer feedback allowed students to notice language patterns and think about different ways to express their ideas. Some participants pointed out issues such as unstable internet connections, limited experience with technology, and anxiety about recording themselves. Cultural factors also made it difficult to include video tasks in regular lessons.
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