The impacts of flipgrid app on speaking skills for non english major students at college of foreign and economics relations tang thi lai ; phan thi ngoc thanh supervior

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ TANG THI LAI THE IMPACTS OF FLIPGRID APP ON SPEAKING SKILLS FOR NON-ENGLISH MAJOR STUDENTS Tai Lieu Chat Luong AT COLLEGE OF FOREIGN AND ECONOMIC RELATIONS MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2021 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ TANG THI LAI THE IMPACTS OF FLIPGRID APP ON SPEAKING SKILLS FOR NON-ENGLISH MAJOR STUDENTS AT COLLEGE OF FOREIGN AND ECONOMIC RELATIONS Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER OF ARTS IN TESOL Supervisor: PHAN THI NGOC THANH, Ph.D HO CHI MINH CITY, 2021 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH KHOA ĐÀO TẠO SAU ĐẠI HỌC Độc lập – Tự – Hạnh phúc GIẤY XÁC NHẬN Tôi tên là: Tăng Thị Lai Ngày sinh: 09-04-1994 Nơi sinh: Bình Định Chuyên ngành: Lý luận phương pháp giảng dạy Tiếng Anh Mã học viên: 1981401111009 Tơi đồng ý cung cấp tồn văn thơng tin luận án/ luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thông tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Cơng nghệ Thành phố Hồ Chí Minh Ký tên (Ghi rõ họ tên) CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc Ý KIẾN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC SĨ CỦA GIẢNG VIÊN HƯỚNG DẪN Giảng viên hướng dẫn: TS Phan Thi Ngoc Thanh Học viên thực hiện: Tăng Thị Lai Lớp: MTESOL19 Ngày sinh: 09/04/1994 Nơi sinh:Bình Định Tên đề tài: The Impacts of Flipgrid App on Speaking Skills for Non-English Major Students at College of Foreign and Economics Relations Ý kiến giáo viên hướng dẫn việc cho phép học viên bảo vệ luận văn trước Hội đồng: Đồng ý cho sinh viên bảo vệ luận văn Thành phố Hồ Chí Minh, ngày14 tháng 08 năm 2021 Người nhận xét Phan Thị Ngọc Thanh STATEMENT OF AUTHORSHIP I certify that the thesis entitles “The Impacts of Flipgrid App on Speaking Skills for Non-English Major Students at College of Foreign and Economic Relations” is my original work All resources used in the thesis have been documented The work has not been submitted to Ho Chi Minh City Open University or elsewhere Ho Chi Minh, September, 2021 Tang Thi Lai i RETENTION AND USE OF THE THESIS I hereby state that I, Tang Thi Lai, being the candidate for the degree of Master of Arts to the TESOL, accept the requirement of Ho Chi Minh City Open University relating to retention and the use of the Master’s thesis deposited in the University library In terms of these conditions, I agree that the original of my thesis deposited in the University library should be accessible for the purposes of the studies and research, in accordance with the normal condition established by the library for care, loan, and reproduction of thesis ii ACKNOWLEDGEMENTS It is vital to acquire help from a large number of people and organizations in order to successfully complete a study Similarly to my study, reaching the finish line without the assistance of my instructor, peers, employer, students, and family is impossible In this section, I would like to convey my heartfelt gratitude for their unwavering support First and foremost, I would love to express my gratitude to my supervisor, Phan Thi Ngoc Thanh Ph.D, who guided me through every step of my research and aided me whenever I encountered difficulties Despite her busy schedule, she took the time to provide me with valuable input as quickly as feasible Furthermore, she frequently provided me with encouragement and advice, which has increased my confidence in my ability to complete this study on time Second, I must express my gratitude to the College of Foreign and Economic Relations (COFER), where I am employed, particularly to the Dean of Faculty of General English, who has given me the opportunity to be in charge of lecturing English for Business Communication as a research setting Without a lot of help from the school, I could not it on time Furthermore, I am grateful to the participants, who are second-year students from two classes at COFER who served as representatives of research groups: CQTKS23F and CQTKS23H, for their excellent cooperation in this study They were willing to participate in pre- and post-tests, complete the survey, and even participate in the interviews after class Those research documents were clearly not required of them; however, the participants did make an effort to assist me in completing this study Following that, I admire Ms Trinh Vo, who is currently a lecturer at the College of Foreign and Economic Relations She was the rater who worked alongside me to score pre- and post-tests in order to ensure the research's inter-rater reliability She was willing to devote time to this study in addition to her teaching schedule Last but not least, I would like to express my gratitude to my family and close friends for their tremendous spiritual support over the past two years They were always encouraging to me while I was having issues with this research iii ABSTRACT Technology plays an important role in educational environment in which both educators and students need its assistance in order to support teaching and learning process Technology not only assists in-class procedure but also shifts traditional education beyond the world so that students are able to connect with authentic scenes and materials As a powerful tool with a lot of feasible features to empower students’ voice in learning, the Flipgrid application has been becoming more prominent in educational environment, particularly in mobile learning This study investigated the impacts of a new learning application, Flipgrid on students’ speaking skills and obtain perceptions after using this application Eighty non-English majored sophomores were divided into two groups named one experimental group and one controlled group Participants from both research groups received the same teaching syllabus in college training curriculum However, the Flipgrid application was instructed to only use in experimental group that helps students practice speaking activities All instruments included a pre-test, a posttest, an online questionnaire survey and an interview implemented to collect data about the influences of the Flipgrid application on speaking skills The findings of the study revealed that there were positive influences of the Flipgrid application on speaking performances Keywords: Flipgrid, Speaking skills, Perceptions, Mobile learning iv ABBREVIATIONS COFER College of Foreign and Economic Relations CG Controlled Group CEFR Common European Framework of Reference EFL English as a foreign language EG Experimental Group Ed-tech Educational technology MALL Mobile-assisted language learning MOET Ministry of Education and Training PDAs Personal Digital Assistants RQ Research Question ULIS-VNU University of Language and International Studies, Viet Nam National University VSTEP Vietnamese Standardized Test of English Proficiency v LIST OF FIGURES Figure 4.1: The Flipgrid app interface on mobiles 26 Figure 4.2: An example of grids in Flipgrid 26 Figure 4.3: An example of topics 27 Figure 4.4: Examples of responses 28 Figure 3.1: Data collection methods 46 Figure 3.1: Triangulation in research 51 Figure 4.1: An example of role play 59 Figure 4.2: An example of student’s work 59 Figure 4.3 Normal Q-Q plots for the speaking pre-test results 62 Figure 4.4 Normal Q-Q plots for the speaking post test results 65 Figure 4.5: Comparison of means of pretest and posttest scores 68 Figure 4.6: General perceptions on Flipgrid 71 Figure 4.7: The influence of Flipgrid on speaking performance and confidence 73 Figure 4.8: The influence of Flipgrid on engagement, collaboration and learning opportunities 75 Figure 4.9: Perceptions of enjoyment of discussion, interaction on Flipgrid and learning motivation 77 vi How long have you been learning English? Please write your answer in years here: ……………………………………… How often you practice speaking English after school? Never Rarely Sometimes Usually Always Part 2: Perceptions on the use of Flipgrid Read the following statements, please click to choose the most appropriate answer that is equivalent to “strongly disagree”, “disagree”, “neutral”, “agree” and “strongly agree” ranging from to 1-Strongly Disagree, -Disagree, 3- Neutral, 4- Agree, 5-Strongly Agree General perceptions on Flipgrid (6) Flipgrid is an effective tool for speaking activities I find Flipgrid easy and convenient to use I enjoy using funny emoji icons when making videos on Flipgrid Flipgrid makes me bored I find Flipgrid difficult to use It takes much time to connect Flipgrid The influence of Flipgrid on speaking performance and confidence (5) 102 Flipgrid helps increase my academic achievement (e.g grades) Flipgrid helps me improve my communication skills I feel that my speaking ability is better when using Flipgrid I feel more comfortable to make videos with Flipgrid I am more confident to speak English than I used to The influence of Flipgrid on engagement, collaboration and learning opportunities (6) I am more involved in speaking activities when using Flipgrid I watch more speaking videos from peers on Flipgrid platform I work well to make speaking video with peers Flipgrid provides more communicative opportunities I use Flipgrid to practice speaking more after school I can use Flipgrid anytime and anywhere Perceptions of enjoyment of discussion, interaction and learning motivation (7) I enjoy sharing videos with peers I enjoy making videos and posting on Flipgrid Flipgrid helps me improve social interaction with peers I enjoy online discussion platform on Flipgrid My teacher’s feedback on speaking videos interest 103 me I feel myself be able to speak English with the help of Flipgrid I feel more motivated to learn English with Flipgrid Questionnaire in Vietnamese BẢNG CÂU HỎI KHẢO SÁT BẰNG TIẾNG VIỆT (Dành cho sinh viên không chuyên ngữ) Chào bạn sinh viên thân mến! Tôi thực nghiên cứu việc sử dụng ứng dụng Flipgrid để nâng cao kết kĩ nói Tiếng Anh sinh viên khơng chun ngữ Cao Đẳng Kinh Tế Đối Ngoại Để hoàn thành nghiên cứu này, cần giúp đỡ từ bạn, liên quan đến cảm nhận bạn việc sử dụng Flipgrid để học nói Tiếng Anh lớp Tiếng Anh Thương Mại Bảng khảo sát bao gồm hai phần Ở phần 1, có câu hỏi liên quan đến thông tin cá nhân, bạn ghi câu trả lời chọn câu trả lời phù hơp Ở phần 2, có 24 câu phát biểu cảm nhận tác động Flipgrid việc học nói Tiếng Anh, bạn chọn câu trả lời phù hợp theo mức độ từ đến tương ứng “hồn tồn khơng đồng ý, đồng ý, bình thường, đồng ý hồn tồn đồng ý” Sau hoàn thành bảng hỏi, bạn chọn “Nộp bài” để hoàn tất việc trả lời Chân thành cảm ơn hỗ trợ bạn Phần 1: Thơng tin cá nhân Vui lịng đọc kỹ trả lời câu hỏi bên cách ghi câu trả lời ngắn chọn câu trả lời phù hợp Bạn học chuyên ngành trường cao đẳng kinh tế đối ngoại? Câu trả lời: …………………………………………………… 104 Giới tính bạn? Nam Nữ Bạn tuổi? Câu trả lời: ………………………………………………………… Tính tới thời điểm tại, bạn học Tiếng Anh rồi? Câu trả lời (theo năm): ……………………………………… Mức độ thường xuyên luyện tập nói Tiếng Anh sau học bạn nào? Không Hiếm Thỉnh thoảng Thường xuyên Luôn Phần 2: Cảm nhận việc sử dụng Flipgrid Đọc kỹ câu bên dưới, chọn câu trả lời phù hợp tương ứng 1-Hồn tồn khơng đồng ý, -Khơng đồng ý, 3- Bình thường, 4- Đồng ý, 5-Hồn toàn đồng ý Cảm nhận chung ứng dụng Flipgrid (6) Ứng dụng Flipgrid hiệu cho việc học nói Tiếng 105 Anh Ứng dụng Flipgrid dễ sử dụng tiện lợi Tơi thích sử dụng biểu tượng cảm xúc ứng dụng Flipgrid quay video nói Tiếng Anh Tơi cảm thấy chán sử dụng ứng dụng Flipgrid Tôi cảm thấy ứng dụng Flipgrid khó sử dụng Tơi nhiều thời gian để truy cập sử dụng ứng dụng Flipgrid Ảnh hưởng ứng dụng Flipgrid khả nói tự tin nói Tiếng Anh (5) Ứng dụng Flipgrid giúp cải thiện điểm số mơn nói Tiếng Anh lớp Ứng dụng Flipgrid giúp cải thiện kĩ giao tiếp Tiếng Anh Tôi nhận thấy khả nói Tiếng Anh thân tiến sau sử dụng Flipgrid Tôi cảm thấy thoải mái quay video nói Tiếng Anh với ứng dụng Flipgrid Tôi cảm thấy tự tin nói Tiếng Anh so với trước Ảnh hưởng ứng dụng Flipgrid tham gia học tập, hợp tác hội học Tiếng Anh (6) Tôi tham gia hoạt động nói Tiếng Anh lớp nhiều sử dụng ứng dụng Flipgrid Tôi dành thời gian xem nhiều video nói Tiếng Anh bạn lớp ứng dụng Flipgrid 106 Tôi hợp tác tốt với bạn lớp để quay video nói Tiếng Anh Ứng dụng Flipgrid tạo nhiều hội giao tiếp Tiếng Anh Tôi sử dụng Flipgrid để luyện nói Tiếng Anh nhiều sau học Tơi sử dụng Flipgrid lúc nơi Cảm nhận thích thú tham gia thảo luận, tương tác động lực học sử dụng Flipgrid (7) Tơi thích việc chia sẻ video nói Tiếng Anh ứng dụng Flipgrid với bạn lớp Tơi thích quay video nói Tiếng Anh đăng lên ứng dụng Flipgrid Ứng dụng Flipgrid giúp tăng khả tương tác với bạn lớp Tơi thích việc trị chuyện thảo luận online ứng dụng Flipgrid Tơi thích việc giáo viên tơi nhận xét video nói Tiếng Anh ứng dụng Flipgrid Tơi nhận thấy thân nói Tiếng Anh sử dụng ứng dụng Flipgrid Ứng dụng Flipgrid có tác động tích cực đến việc học Tiếng Anh 107 108 Speaks coherently with fully appropriate cohesive features Contributions are relevant, Is able to fully develop topics coherent, with ease by giving examples, illustrations and drawing varied and detailed conclusion Produces extended stretches of Individual sounds are language articulated clearly with flexibility and ease and rarely hesitation and repetition Be able to change sentence stress to express different meanings and functional language Actively shows different ways of expressions without hesitant Intonation is appropriate and mistakes Sentence and word stress is accurately placed with flexibility to give and exchange views on unfamiliar and abstract topic Maintains control of a wide range of grammatical forms and uses them with flexibility, almost no mistakes Uses a wide range of appropriate vocabulary 10 Online questionnaire survey link https://www.cognitoforms.com/OpenUniversity1/BẢNGCÂUHỎIKHẢOSÁTBẰNGTIẾ NGVIỆTDànhChoSinhViênKhôngChuyênNgữ Appendix B: Interview Questions What you like and dislike about Flipgrid? What difficulties you have in using Flipgrid? How did you overcome those difficulties? What you think about the learning speaking with Flipgrid? Would you introduce Flipgrid to other people who learn English? Do you have any suggestions regarding using Flipgrid for learning English? Appendix C: Speaking Scoring Rubric 109 Sentence and word stress is accurately placed Sentence and word stress is generally accurately placed Be able to change sentence stress to express Individual sounds are generally articulated different meanings clearly Individual sounds are articulated clearly Produces extended stretches of language Produces extended stretches of language with with very little hesitation and a few ease and with very little hesitation mistakes Contributions are relevant, coherent and varied Contributions are relevant and there is clear organization of ideas Is able to extend meanings with ease by Is able to fully develop topics with ease by giving examples, illustrations appropriately giving examples, illustrations and drawing conclusion Makes full use of a wide range of cohesive Speaks coherently with appropriate cohesive devices to express meaning in different features ways coherently Intonation is appropriate Intonation is generally appropriate Uses a range of appropriate vocabulary to Uses a wide range of appropriate vocabulary to give and exchange views on familiar topics give and exchange views on unfamiliar and abstract topic with expressions of idiomatic Attempts to avoid using repeated words expressions and colloquialisms about unfamiliar topics Actively shows different ways of expressions Shows relatively high vocabulary accuracy despite hesitant sometimes but sometimes makes mistakes about word use and hesitates when talking Is intelligible Is intelligible Shows a good degree of control of a range Maintains control of a wide range of of simple and complex grammatical forms grammatical forms, hard to recognize mistakes with a few mistakes and self-correction 110 Shows a good degree of control of a range Shows a good degree of control of a range of Shows a good degree of control of a of simple and some complex grammatical simple and complex grammatical forms with range of simple and complex forms with some mistakes in expressing some mistakes in expressing ideas grammatical forms with some mistakes ideas in expressing ideas Uses appropriate vocabulary to give and Uses a range of appropriate vocabulary to Uses a range of appropriate vocabulary exchange give and exchange views on familiar topics to give and exchange views on familiar topics views on familiar topics sometimes with Sometimes avoids using repeated words Attempts to avoid using repeated words repetition Shows relatively vocabulary accuracy but about unfamiliar topics Attempts to uses vocabulary about unfamiliar sometimes makes mistakes about word use topics, sometimes makes mistakes about Shows relatively high vocabulary word accuracy use but sometimes makes mistakes Is mostly intelligible Is intelligible Is intelligible about word use and hesitates when talking Individual sounds are mostly articulated Intonation is generally appropriate Intonation is generally appropriate clearly and intelligibly but often inaccurately Sentence and word stress is generally Sentence and word stress is generally Attempts at word stress but not accurately accurately placed and express an effort to accurately placed and attempts to it it Individual sounds are generally Individual sounds are mostly articulate articulated clearly inaccurately Produces simple responses fluently and Produces extended stretches of language Produces extended stretches of language complicated ideas slowly because of a lack of relatively with some hesitation lexical resources and structures with some hesitation Contributions are relevant with little Is able to produce extended stretches of repetition and a few mistakes about Contributions are relevant but repetition, language with mistakes and self-correction coherence mistakes and self-correction Is able to answer questions and develops Is able to generally develop topics with ease Is able to generally develop topics with topics by listing but unclear and repeated by giving examples, illustrations ease by giving examples, illustrations ideas Makes full use of a wide range of cohesive Makes full use of a wide range of Uses a range of simple connectives with ease devices but not used coherently cohesive devices to express meaning in different ways coherently 111 Individual sounds are mostly Individual sounds are mostly articulated clearly and intelligibly but articulated clearly and intelligibly often inaccurately but often inaccurately Attempts at word stress but not accurately with many mistakes Is mostly intelligible Attempts to use a vocabulary about unfamiliar topics but makes many mistakes about word use about familiar topics sometimes with repetition Attempts to use some complex grammatical forms in expressing ideasappropriate vocabulary when talking Uses Shows a good degree of control of simple grammatical forms for familiar topics Little communication Produces simple responses Produces simple responses fluently possible: phrases, short generally fluently, but more Attempts to express complicated ideas slowly because of a lack of sentences with frequent complicated responses lexical resources and structures repetition Is able to use phrases and simple sentences to produce extended stretches of language Is able to answer Is able to answer questions Is able to answer questions and attempts to develop topics by listing questions based on key appropriately and develops topics ideas words, but not always by listing ideas Uses a range of simple cohesive devices with a repetition and some appropriately and Uses a range of cohesive devices breakdowns in coherence hardly develops topics with a repetition and some more breakdowns in coherence Has limited control of phonological features and repetition Is mostly intelligible Is mostly intelligible Shows a good degree of control of simple grammatical forms for familiar topics in expressing ideas Uses appropriate vocabulary to talk about familiar topics with repetition Shows sufficient control of simple grammatical forms for familiar topics Uses a vocabulary of simple words and phrases about familiar topics Uses appropriate word use A RATING FORM Learner’ Name Scoring DETAILED ANALYSIS GRAMMAR 10x(0.2) VOCABULARY 10x(0.2) Total 112 PRONUNCIATION 10x(0.2) 10 FLUENCY 10x(0.2) STRUCTURES 10x(0.2) Coherence & Cohesion Structures (0.2) Topic Development Hesitation & Fluency (0.2) Stress & Intonation Individual Sounds Pronunciation (0.2) Range & Flexibility Vocabulary (0.2) Range & Accuracy Grammar (0.2) Criteria Does attend Does attend Uses basic cohesive devices such as and, but, because not Hardly convey basic meanings not No communication possible Is rarely accurate and often unintelligible Has very limited control of phonological feature not Uses only a vocabulary of isolated words and phrases about very familiar topics Does attend Does not attend not Shows only limited control of a few simple grammatical forms Does attend Appendix D: VSTEP Speaking Test SPEAKING Time allowance: 12 minutes Number of questions: Part 1: Social Interaction (3’) Let’s talk about your free time activities - What you often in your free time? - Do you watch TV? If not, why not? If yes, which TV channel you like best? Why? - Do you read books? If no, why not? If yes, what kinds of books you like best? Why? Let’s talk about your neighborhood - Can you tell me something about your neighborhood? - What you like most about it? - Do you plan to live there for a long time? Why/ Why not? Part 2: Solution Discussion (4’) Situation: A group of people is planning a trip from Danang to Hanoi Three means of transport are suggested: by train, by plane, and by coach Which means of transport you think is the best choice? Part 3: Topic Development (5’) Topic: Reading habit should be encouraged among teenagers 113 - What is the difference between the kinds of books read by your parents’ generation and those read by your generation? - Do you think that governments should support free books for all people? - In what way can parents help children develop their interest in reading? Appendix E: Lesson Plan for CG and EG LESSON PLAN WEEK 3: Inviting, accepting and declining Objectives: After the lesson, the student will be able to use structures about inviting, accepting and declining to practice role-play and in real conversations Stages Control Group Experimental Group  Play an online game  Play an online game via via Blooket to review Blooket to review previous knowledge previous knowledge  Make a presentation Warm-up Pre-stage  Check on students’ about their role-play videos on Flipgrid (small talk) platform and preview  Give common some of good ones  Give common feedback feedback  Show some pictures  Show some pictures to to illustrate in which illustrate in which cases cases you invite you invite business 114 Notes Presentation business partners Introduce some new Introduce some new words words in the listening in the listening text text  Gap-filling activity: Practice While-stage partners  Gap-filling activity: Listen to a Listen to a conversation conversation about about someone invites a someone invites a business associate business associate  Group work: Come up  Group work: Come with sentence structures up with sentence about inviting, structures about accepting, declining inviting, accepting,  Share on Jamboard link declining  Share on Jamboard link Post-stage Production  Give some picture Consolidation  Give some picture situations: a film situations: a film poster, poster, a tourist a tourist attraction, a attraction, a birthday birthday party, a party, a restaurant… restaurant…  Work in pairs:  Work in pairs: Choose a place and Choose a place and make make up a conversation up a conversation to invite to invite someone someone Instruct and assign Instruct and assign ROLE- ROLE-PLAY as PLAY as homework homework 115 Role play 116