(Skkn 2023) using app fripgrid to maximize the effectiveness of the project lessons for 10th grade students

Contents PART A INTRODUCTION I Rationale II Novelty 1 Active involvement increase engagement and motivation increase III The scope of the study IV The methodologies PART B CONTENT I Theorical background Definition of project based learning 2 Flipgrid 2.1 Definition 2.2 The benifits of using Flipgrid in project lessons a) Enhancing students’ participation b) Boosting students’ creativity and motivation c) Creating deeper learning opportunities II Practical backgroud The programme of MOET The school’s real context III Implementation Participants Instrumentation and data collection 2.1 The pre test for experimental class and control class 2.2 The post test for experimental class and control class 2.3 The questionnaire for students before and after using flipgrid app 3.Procedure of applying flipgrid app 11 3.1 Technique preparation 11 a) The teacher 11 b) The student 11 3.2 General procedure of using Flipgrid 12 a) The teacher 12 19 b) The students 24 3.3 Findings 26 3.3.1 The post test for experimental class and control class 26 3.4 Results and discussion 26 The pre-questionnaire and the post-questionnaire for students’motivation 26 a) Students’ interest towards project lesson before and after the application 26 b) Students’ preference in English classes before and after the application 27 c) Students’ opinion about project lessons before and after the application 28 The pre- questionnaire and post-questionnaire for students’ participation 29 a) Students’ enjoyment in English lessons before and after application 29 b) Students ‘active participation in English project lessons before and after application 30 3.5 Surveying the urgentity and feasibility of proposed solutions 31 PART C CONCLUSION 34 I Summary 34 II Limitation 35 III recommendation 36 1.Teachers 36 Students 37 IV References 37 V Appendix 38 Samples of applying flipgrid 43 PART A INTRODUCTION I Rationale The current situation of English teaching and learning in high schools in Vietnam mainly focuses on grammar and has the nature of dealing with exams Therefore, most of the students cannot communicate even if they get good marks on the school tests Faced with this situation, in order to teach and learn the project lessons, I initially asked them to record videos of the talking to send privately to teachers via channels such as email, messenger or Zalo However, I found that this approach doesn't really work Firstly, with such a large number of students, it is not possible for teachers to review and comment on all students' speech Second, the videos are sent exclusively to teachers through the above channels, so it is not systematic, and at the same time, only the student can learn for himself after receiving feedback from the teacher Third, other students in the class have not yet seen the enthusiasm of other students to be inspired, strive and learn from their classmates After using some methods, I discovered an app that helped improve speaking skills for learners in project lessons and chose to use Flipgrid I go to https://info.flipgrid.com/ to create an account, create groups by class name, and create unit-specific topics I myself have experimented as a learner to return to my presentations, thereby seeing the advantages of Flipgrid in project lessons and guiding students to use in learning English For the above reasons, the writer decided to choose "using -App fripgrid to maximize the effectiveness of the project lessons for 10th grade students" as the teaching experience II Novelty Active involvement increase Up until this point, numerous classes have been centered on teacher-centered activities at many conventional schools, particularly in rural and mountainous areas During these times, either students are made to listen or they are passive listeners who appear to ignore the learning process Actually, a very small percentage of students actively participate in their classes and are eager to learn This unfortunate reality has long existed in many colleges, universities, and schools because neither students nor teachers are willing to adopt new, cutting-edge teaching and learning techniques Flipgrid is a free platform where students can create and post short videos of themselves responding to questions or topics You can also choose to enable (or disable) a feature that allows students to view and comment on their classmates' videos While fostering classroom community and student-to-student relationships can be difficult through a screen, Flipgrid helps bridge this gap engagement and motivation increase Flipgrid is great for blended and personalize learning and increasing student engagement and motivation Using English through conversation patterns as well as traditional exercises will not interest students Using the app "Flipgrid" will make students more interested when they can use the tools on the app to make videos Students can discuss questions and topics on it without being limited in space or time III The scope of the study With the aim of maximizing the effectiveness of project lessons for 10th grade students at Thanh Chuong high school, a survey was conducted to collect the needed data from the learners 88 students of classes from Thanh chuong high school in Nghe An province were involved in this study IV The methodologies -The study used the pr e and post tests to analyze the data, and verify the results of using -App Fripgrid to maximize the effectiveness of the project lessons for 10th grade students - Questionaires are used to survey students’ motivation and participation before and after using flipgrid app PART B CONTENT I Theorical background Definition of project based learning The Project-based learning has been part of the educational practice approximately at the beginning of the 1980s and it was greatly influenced by the communicative approach Nowadays, as an appropriate and effective method, it is widely used in the teaching of English as a foreign language The history of PBL can be traced back to the progressive tradition advocated by John Dewey Dewey insisted on the idea of “learning by doing” He argued that the classroom should be a kind of society and the students should be encouraged to become the center in the learning process Legutke and Thomas (1991) define project work as a learner and task-centered mode of teaching and learning which results from a joint process of discussion between all participants Project is an extended task which usually integrates language skills through a number of activities (Hedge, 1993) It involves a number of features: the use of authentic English language materials, an emphasis on integrity and student-centered activities, the importance of students’ participation and the use of different skills It is also defined as “an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop” (Moss & Van Duzer, 1998) Project work encourages creativity, critical thinking, collaboration, self-study, and other study skills Project-based learning is a very effective approach that allows the students to throw out opinions about the topics covering fields of interest, to ask questions, to estimate, to develop theories, to use different tools, to use the skills acquired in the context of a real and meaningful life and allows learner to solve problems and answer questions in a creative way in the classroom and outside (Katz & Chard, 2000) Thomas’s adopts five criteria to define PBL: 1) “Projects are central, not peripheral to the curriculum”; 2) “projects are focused on questions or problems that ‘drive’ students to encounter (and struggle with) the central concepts and principals of the discipline”; 3) “projects involve students in a constructive investigation”; 4) “projects are student-driven to some significant degree”; and 5) “projects are realistic, not school-like” Collaboration, as a matter of fact, should also be included as a sixth criterion of PBL (Thomas & Mergendoller, 2000) Stoller (2006) defines PBL as: 1) having a process and product; 2) giving students (partial) ownership of the project; 3) extending over a period of time (several days, weeks, or months); 4) integrating skills; 5) developing students’ understanding of a topic through the integration of language and content; 6) collaborating with other students and working on their own; 7) holding students responsible for their own learning through the gathering, processing, and reporting of information from target language resources; 8) assigning new roles and responsibilities to students and teacher; 9) providing a tangible final product; and 10) reflecting on both the process and the product Thus, it is different from the traditional English teaching in that it lays great emphasis on the communicative and functional aspect of language learning and it also pays attention to the integrity of language and content learning It is obvious that the definition of PBL is changing from time to time This diversity of defining features coupled with the lack of a universally accepted model or theory in Project-based learning has finally led to a variety of PBL researches and development activities, which rendered great complexity to this issue Fortunately, there are still some overlaps in these design features Flipgrid 2.1 Definition Flipgrid is a social learning platform that allows educators to ask a question either through a video or voice recording, then the students can respond in a video or voice recording Students can write comments in Flipgrid where the teacher or students created videos This web of discussion creates an online community where knowledge is shared and created The purpose of this study is to evaluate the efficacy of utilizing 'Flipgrid,' a PC and mobile device video recording and social media application, as a means of practice in an English communication class The present small-scale study was conducted at a Thanh Chuong high school in The practical implications of this study inform on innovative ways to improve communicative English engagement in higher learning education In this case, student presentation videos and online video discussion tasks were recorded using the Flipgrid application on student smartphones The data collection methods consisted of teacher observations, video data and student responses recorded via a questionnaire 2.2 The benifits of using Flipgrid in project lessons Ever since its launch in 2014, Flipgrid has quickly become a widely used tool by teachers and students worldwide, and for a good reason By integrating such a fun and exciting platform in their classroom, teachers expose their students to new ways of learning and interacting in class Here are some of the benefits of using Flipgrid in the classroom: a) Enhancing students’ participation Students interact with one another through Flipgrid by using videos as their primary tool The app allows students to record their responses as many times as they need, and when they feel comfortable with one version of their response, post it They have more time and space to give their take on a discussion after using sufficient time and space to record their answer Therefore, students can interact with the class, and while others can still see and hear them, the pressure of being there living in the classroom is gone b) Boosting students’ creativity and motivation Secondly, using video recordings, texts, emojis, stickers, and other features on Flipgrid is always more than welcome for students who are growing up using technology and social media in their everyday lives Videos make the learning process more attractive and give already engaged student opportunities to be more creative and, to the more reserved ones, the opportunity to express themselves Ultimately students will focus all their energy and attention on learning through participation instead of being anxious c) Creating deeper learning opportunities Lastly, but perhaps most importantly, Flipgrid eliminates the anxiety and stress associated with participating in a class discussion and gives students a chance to be more engaged For example, instead of reading a textbook and becoming acquainted with a new culture, students in one country can interact with students worldwide and get the information they need firsthand By constantly participating and contributing to class discussions, they have a hands-on, more profound learning experience – thus increasing information retention II Practical backgroud The programme of MOET The program of the Ministry of Education and Training (GDPT 2018) has fundamentally and comprehensively renewed the educational program English subject is also changed a lot with many sets of textbooks At school we choose a set of textbooks (global success) Each unit has lessons and at the end of each topic there is a project lesson To maximize the effectiveness of the project lesson, I applied the application '' flipgrid'' The school’s real context In the district of Thanh Chuong, a high school was the site of the study Our school, which has 33 classes in all three grades with enrollment ranging from 30 to 44 students per class, is situated in a submountainous area 85 teachers of this high school have been thoughtful, enthusiastic, and encouraging toward their students in order to help them get better and better The school's infrastructure has been improved in recent years thanks to generous donations from sponsors, former students, and students' parents, as well as sponsors This is especially true for the teaching and learning of English There are currently 33 computer-equipped classes, 33 smart television-equipped classes, audio-visual rooms, digital English language lab, information technology classrooms, and STEM classroom III Implementation Participants With the aim of maximizing the effectiveness of project lessons for 10 th grade students at Thanh Chuong high school, a survey was conducted to collect the needed data from the learners 88 students of classes and eight teachers from a high school in Nghe An province were involved in this study Instrumentation and data collection This part is the analysis of the data and information collected from the pre – test and post – test, pre survey questionnaire, post survey questionnaire for the students of classes By making comparisons between students‟ responses before and after the application and the results of the pre – test and post - test, some findings were pointed out Pre- and Post-test Evaluation Rubric Student : Pre-test □ Post-test Criteria □ Points Fluency The speaker speaks confidently and naturally with no distracting hesitations Ideas flow smoothly The speaker hesitates several times, but generally seems to know the desired words, even if it is necessary to think about them a bit The speaker has many hesitations and great difficulty remembering or selecting words Pronunciation Pronunciation is accurate, with correct inflections, numbers of syllables and other correct nuances of pronunciation Pronunciation is satisfactory However, words sometimes have incorrect inflections or are otherwise sometimes hard to understand Pronunciation is very hard or impossible to understand by a native speaker Grammar The speaker speaks with no more incorrect grammar than a native speaker would The speaker occasionally uses inappropriate verb tenses and/or incorrectly uses parts of speech, however the speaker has the ability to correct grammar without prompts The speaker makes frequent use of inappropriate verb tenses and/or incorrectly constructs sentences or uses parts of speech Vocabulary Vocabulary is sufficient to be understood in most settings and words are used with their correct meaning Vocabulary is moderate, although the speaker sometimes needs help identifying the correct words There are only occasional problems with correct meanings of words Vocabulary is very limited and/or incorrect words are often used 2.1 The pre test for experimental class and control class The differences in students' pre-test scores between the experimental and the control classes before applying flipgrid Means S D Test Pre-test Df Ctrl C Exp C Ctrl C Exp C 5.50 5.03 1.52 1.30 T Sig 58 1.56 0.125 The results presented in table (1) show that there are no significant differences in students' achievements at the beginning of the course between the two classes since the t-value was 1.56 at the significance level 0.125 This result ensured the equivalence of students' level in mastering speaking English between the two classes 2.2 The post test for experimental class and control class The differences in students' achievement scores between the two classes after applying flipgrid Means S D Test df Ctrl C Exp C T Sig Ctrl C Exp C Post-test 5.85 7.27 1.31 1.52 58 3.86 0.000* This table shows that there are significant differences between the control and experimental classes in favor of the post test results This suggests that flipgrid was effective in improving students' speaking abilities in general This could be due to the fact that students' motivation to learn increases when they are given the same material in different ways using technology and simulation, (Cameron, 2003) Moreover, the significant difference in the speaking scores might be attributed to the teachers' employment of more speaking tasks since all the online tasks are additional ones related to the same topics discussed in class As a result, the students were given more activities and this could be one of the reasons why the experimental class significantly improved speaking performance 2.3 The questionnaire for students before and after using flipgrid app a) The Pre- questionnaire for students’ motivation Table The number of students choosing options in the questionnaire part Students’ motivation toward learning English without Flipgrid Number Statement Strongly Disagree Disagree Agree 15.91% 16 14 31.82% I am interested to learn English in 15.91% school 10 22 50% I enjoy learning English 36.36% 22.73% Strongly Agree 15.91% 13.36% Review and evaluate projects in a timely manner ∑ 2 10 44 132 23 92 236 7 16 32 176 528 97 38 955 3, The results in the survey table on the urgency of solutions to improve the efficiency of the project The high score indicates the urgency of the solutions as very high The level of urgency is very uniform Solution has the lowest score but it is urgent Applying flipgrid app to maximize the effectiveness of project lessons is urgent 4.5.4.2 Feasibility of the proposed solutions Table : Evaluate the feasibility of the proposed solutions Parameters Very Feasible 41 123 27 108 Teachers create accounts and groups on "APP" and guide students level 3,2 3,3 240 Teachers average score quantity score score score quantity ∑ quantity solutions Impossibl Less Feasible e feasible quantity N.o 42 126 27 108 243 33 create topics and provide complete learning materials to students 1 10 42 126 26 104 3 10 41 123 25 100 241 3,2 3,1 Teachers monitor and respond to students' clips regularly Review and evaluate projects in a timely manner 236 The feasibility survey results in Table show that the feasibility of the solutions is relatively uniform The solutions all received high average scores From the survey results obtained, the solution to effectively multi-study project project is very feasible Applying flipgrid app to maximize the effectiveness of project lessons is feasible PART C CONCLUSION I Summary The advantage of Flipgrid is to overcome the disadvantages of the old way That is, students in each class submit their work systematically, by question, by topic of discussion Students can see each other's talk, comment on each other as well as see the teacher's comments for others, thereby learning from their own experiences In addition, Flipgrid can switch subtitles automatically for each video, or children can go to immersive reader to watch and listen to their reading again, so they can easily 34 recognize what words they play wrong sounds, misreading, breaks in inappropriate sentences From there, they will practice and record videos until the number of mispronounced words is the smallest and they feel most satisfied with their reading and speaking In addition, I also use this application to save my students' final test of speaking skills, especially when the school cannot organize a methodical speaking test to assess students' ability according to standards requirements of innovation in assessment of English subject The Flipgrid application has helped me to accurately and objectively evaluate the end results of the children, and at the same time, reduce the burden of cumbersome and ineffective organizational forms Especially in the complicated period of the epidemic, Flipgrid is an effective tool for checking speech The result of using Flipgrid is that, when teachers use questions related to learned or practiced topics, most of the children in the class quickly react to answer immediately instead of stammering because they don't know how to answer However, their answers were also very diverse and did not follow any pattern While the majority of the weak students gave the same answers as the sentences in the conversation or the model, the average students had a change in vocabulary or some basic structure for the part his reply The fairly good students, besides changing vocabulary and structure, knew how to integrate more knowledge into their answers It shows that the use of Flipgrid has had a positive effect in helping students become more confident in the process of listening and speaking practice, forming faster communication reflexes, using vocabulary and grammatical structures used use more flexibly and fluently Practicing and using Flipgrid outside of school hours helps children initially become more confident when answering in English, but new conflicts arise That is, how you get more opportunities to use language in the classroom? Meanwhile, "production" activities - language production - are considered as one of the most difficult classes to implement effectively, especially in classes with large student numbers and different levels of students evenly and most of them are below average students II Limitation There have been a number of challenges that have an impact on the learning process First off, the majority of the students are from farming families who are underpaid and have a disadvantaged upbringing In order to learn English after school or at home, they therefore not often have the opportunity to use and benefit from learning tools that support the learning process, such as smart phones, laptops, computers, or tablets Aside from this, only a small percentage of students are interested in learning English and give the subject their full attention during class The majority of students have been studying it since third grade, while the others have been studying it since sixth Because of this, their level of English proficiency 35 is average Lesson and question content is inappropriate for students' knowledge, which prevents them from engaging in active learning and motivation As I previously mentioned, the majority of our considerate teachers fully understand motivation and active participation However, it appears that they not devote much time to creating engaging activities that will engage and motivate students Additionally, developing engaging exercises and activities for the online platform known as Flipgrid is a time-consuming task that necessitates patience, diligence, and intelligence on the part of the teachers Three of our eight teachers have never used Flipgrid in the classroom, and even one of them has never heard of this online tool Due to their knowledge of technology and how to use this app, the majority of them not typically feel confident when using it in class III recommendation 1.Teachers In the era of technology 4.0, teachers are taking on a variety of roles within the classroom and are becoming more and more important Teachers must adapt to these roles in order to perform them successfully, and many qualities are required for a qualified teacher a Teachers create accounts and groups on "application" and guide students To use the "Fripgrid" app, the Teacher must be the creator of the group The teacher must be the manager of the group or class Teachers are also the ones who create accounts for students to log in through the class list Students are instructed to import and upload their videos b Teachers create topics and provide complete learning materials to students The teacher uploads the topics to the group at the end of each unit The teacher must guide students through the steps to implement a project they have studied Students must be able to make their presentation through teacher-provided materials or videos from the internet c Teachers monitor and respond to students' clips regularly Teachers are always monitoring and responding to clips that students upload It is very important to motivate and remind students Students are often shy and lazy when recording English speaking activities, so teachers always have to motivate and encourage them d Teachers review and evaluate projects Commenting and rating products that students upload to Fripgrid are very important This will assess the student's progress through the use of Fridgrid application It helps teachers realize the effectiveness of using Fripgrid in "project" lessons It also helps teachers evaluate get the student speaking part required by the program (GDPT 2018) 36 c Teachers self develop The limit of their technological expertise is what makes it the most difficult for teachers to use Flipgrid in teaching and learning There are few opportunities for teachers in sub-mountainous areas like our school to learn about technology Each teacher must therefore make an effort to learn for himself or herself because they understand the value of personal growth Self-improvement is what enables teachers to get closer to cutting-edge educational software and websites like Flipgrid, Kahoot, Padlet, ClassDojo, and Classkick There will undoubtedly be many advantages when teachers use one of these tools in their teaching and learning, including engaging lessons, engaged students, and motivated learners Teachers can use Google to research how to create a lesson in the Flipgrid application, or they can watch the tutorial videos and practice the steps until they are successful Teachers may also consult their colleges or tech-savvy friends by reading " Procedures of applying Flipgrid app" in this experience or asking them questions about how to create groups and topics in Flipgrid Students The fact that students don't have enough electronic devices, like iPads, laptops, and smartphones, is one of the hardest things for them This makes it impossible for students to access and take advantage of technology's educational advantages Encourage students to lend their devices to friends as a way to overcome this drawback Students may collaborate in groups, and group members may share devices Sometimes, students upload some videos that are not related the topics It is therefore advised that teachers carefully explain to their students how to upload videos Giving gifts and compliments for excellent videos is another effective way to boost students' motivation and participation IV References Difilippantonio-Pen, Annelise (2020) Flipgrid and Second Language Acquisition Using Flipgrid to Promote Speaking Skills for English Language Learners In BSU Master’s Theses and Projects Item 75 Available at https://vc.bridgew.edu/theses/75 Petersen, J B., Townsend, S D C., & Onaka, N (2020) Utilizing Flipgrid Application on Student Smartphones in a Small-Scale ESL Study English Language Teaching, 13(5), 164 https://doi.org/10.5539/elt.v13n5p164 Saỗak, B., & Kavun, N (2019) Rethinking Flipgrid and VoiceThread in the Context of Online Collaborative Learning Theory Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education, 211– 228 https://doi.org/10.4018/978-1-7998-0119-1.ch012 37 Stoszkowski, J (2018) Using Flipgrid to develop social learning Compass: Journal of Learning and Teaching, 11(2) https://doi.org/10.21100/compass.v11i2.786 Walker, A., & White, G (2013) Technology Enhanced Language Learning: Connecting Theory and Practice [Kindle Version] Retrieved from Amazon.com V Appendix Appendix Pre- and Post-test Evaluation Rubric Student : Pre-test □ Post-test Criteria □ Points Fluency The speaker speaks confidently and naturally with no distracting hesitations Ideas flow smoothly The speaker hesitates several times, but generally seems to know the desired words, even if it is necessary to think about them a bit The speaker has many hesitations and great difficulty remembering or selecting words Pronunciation Pronunciation is accurate, with correct inflections, numbers of syllables and other correct nuances of pronunciation Pronunciation is satisfactory However, words sometimes have incorrect inflections or are otherwise sometimes hard to understand Pronunciation is very hard or impossible to understand by a native speaker Grammar The speaker speaks with no more incorrect grammar than a native speaker would The speaker occasionally uses inappropriate verb tenses and/or incorrectly uses parts of speech, however the speaker has the ability to correct grammar without prompts The speaker makes frequent use of inappropriate verb tenses and/or incorrectly constructs sentences or uses parts of speech Vocabulary Vocabulary is sufficient to be understood in most settings and words are used with their correct meaning Vocabulary is moderate, although the speaker sometimes needs help identifying the correct words There are only occasional problems with correct meanings of words Vocabulary is very limited and/or incorrect words are often used 38 Content The speaker is knowledgeable about the subject and provides a significant level of detail, given the time available The speaker is aware of the subject and attempts to provide relevant ideas about it Provides some details Speaker seems to have little or no understanding of the subject Statements are superficial or not relevant Total 25 APPENDIX Pre-questionaire for motivation Number Statement Strongly Disagree Disagree Agree Strongly Agree I enjoy learning English I am interested to learn English in school I prefer to spend more time in English class than other classes I think I can improve my English I feel more confident to use English 39 I think my English class is interesting I like to speak English with my friends in project lessons APPENDIX Post-questionaire for motivation Number Statement I enjoy learning English by using Flipgrid I am interested in learning English at school I prefer to spend more time in English class than other classes I think I can improve my English through Strongly Disagree Disagree Agree Strongly Agree Flipgrid I feel more confident to use English if I learn 40 English in an interesting way I think my English lesson is interesting I like to speak English in front of people when using Flipgrid APPENDIX Pre-questionaire for participation Number Statement Strongly Disagree Disagree Agree Strongly Agree I enjoy learning English I am interested in learning English at school I prefer to spend more time in English class than other classes 41 I feel more confident to use English I always attend English project lessons actively APPENDIX Post-questionaire for participation Number Statement Strongly Disagree Disagree Agree Strongly Agree I enjoy speaking English using Flipgrid I am interested in learning English at school I prefer to spend more time in English class than other classes I feel more confident to use English if I learn English in an interesting way I always attend English project lessons actively 42 Samples of applying flipgrid Link of my group : https://flip.com/788cc42a https://flipgrid.com/groups/14151352/topics/34371230/responses/413641254 43 link of video: https://flip.com/s/xAagsxzt91rZ https://flipgrid.com/groups/14151352/topics/35055733/responses/412558625 link of video: https://flip.com/s/z6PPnRdxxixq https://flipgrid.com/groups/14151352/topics/35055492/responses/410924784 link of video: https://flip.com/s/7g15zTgVNxT2 44 https://flipgrid.com/groups/14151352/topics/35055723/responses/412968207 Link of video: https://flip.com/s/6CmELzzvyjCt https://flipgrid.com/groups/14151352/topics/35055726/responses/412547212 link of video: https://flip.com/s/t1mP3bA1iRaW 45 https://flipgrid.com/groups/14151352/topics/35055731/responses/412539086 link of video: https://flip.com/s/SZCpHF5xnRbK https://flipgrid.com/groups/14151352/topics/35257719/responses/414152098 46 Link of video: https://flip.com/s/b9B4VY-AmoAs https://flipgrid.com/groups/14151352/topics/35257743/responses/414150619 Link of video: https://flip.com/s/hymEoSDU7QKs 47