the application of flipgrid in an efl classroom non english majors speaking anxiety and attitudes

VIETNAM NATIONAL UNIVERSITY - HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE THE APPLICATION OF FLIPGRID IN AN EFL CLASSROOM: NON

INTRODUCTION

Background to the study

In a changing world with growing needs for communication, it is extremely necessary for students to improve English speaking competence However, one of the English learners’ difficulties is improving speaking ability

As stated by Thornbury (2005), besides listening, speaking is a skill that is quite challenging to master In Vietnam, similar scenarios can be witnessed with a remarkable occurrence of first-year undergraduates facing difficulties in developing their English-speaking skills, as highlighted by Vo et al (2018) The cause of the problem has been investigated, besides the barriers in terms of cognitive variables such as language aptitude, intelligence and learning styles, affective and emotional barriers have become very important in the domain of second language acquisition Gardener and Macintyre (1992) defined affective variables as key emotional traits of the individual that shape his or her reactions to each given circumstance Among these psychological factors, anxiety is one of the probable elements that can influence the oral performance of language learners In other words, anxiety in speaking is considered as a primary cause of the speaking hindrance (Belegdair, 2015; Al-Khotaba et al., 2019)

For the purpose of tackling the students’ anxiety in speaking English, a considerable amount of research has been carried out Zhang (2022) proposed that integrating ICT into the classroom can offer language learners and educators a wider range of choices to accommodate different psychological requirements Regarding this matter, video-based discussion platforms have become one of the solutions to address psychological challenges, class time constraints, and the lack of an English-speaking environment Through videotaping, more time is provided for students to express themselves better than doing classroom conversation (Perdani, 2020) Clark et al (2015) claimed that video-based discussion platforms outweight text-based platforms by enhancing learner connection while fostering a sense of authentic interaction through crucial social cues, including emotions and facial expressions, which contributes to a more engaging and meaningful learning experience Research conducted by Wilhelm (2014), Ahmad and Lidadun (2017), Paulina (2017), and Svokos (2019) has demonstrated that incorporating video-based discussion platforms into integrated language courses enhances language proficiency and fosters greater peer engagement in a comfortable learning environment MacIsaac (2020) defined Flipgrid, a free educational tool, as an online platform that enables students to record video responses to teacher questions

In the research site, through the author's observations in the early semesters, it became apparent that a significant proportion of learners experienced anxiety as their primary psychological challenge This anxiety hindered their ability to effectively express their ideas and behaved naturally during conversational activities in the English classroom In previous years, the participants mostly enrolled in teacher-led classes, where they would learn English grammatical rules through Grammar-translation method (GTM) The students would mechanically learn the rules and then apply them through grammar exercises and translate sentences to and from the target language The majority of students acknowledged their previous experience in high schools emphasizing teacher-centered instructon rather than student-centered one Furthermore, the students demonstrated a lack of familiarity with blended learning implementation, as seen by their limited expertise in utilizing computers and web-based technologies to learn spoken English

In the past few years, several studies have been carried out to gain a better understanding of Flipgrid's contributions to speaking learning In these studies, the majority of students reported that the implementation of Flipgrid activities boosted their motivation, interest, and speaking skills (Hammett, 2021; MacIsaac, 2020; Mango, 2021; Shin & Yunus, 2021) Few studies, however, have examined the interaction of psychological variables regarding the domain of English language acquisition with incorporating Flipgrid application into online learning.

Statement of the problem

In addition to cognitive barriers like language aptitude, intellect, and learning styles, affective and emotional barriers are crucial to second language acquisition Consequently, speaking anxiety is a major cause of speaking difficulties (Belegdair, 2015; Al-Khotaba et al., 2019) In Vietnam, many first- year students' oral performance may be affected by psychological variables like anxiety struggle with speaking English (Vo, Pham, & Ho, 2018)

To reduce pupils' English-speaking anxiety, ICT in the classroom may allow language students and teachers to better meet their psychological demands (Zhang, 2022) To address psychological issues, class time limits, and the lack of an English-speaking environment, video-based discussion platforms have emerged Among these flatforms, Flipgrid has the capacity to aid students in enhancing their speaking abilities while overcoming the anxiety commonly associated with acquiring English, particularly in educational contexts As stated by Nguyen and Tran (2021), this application employs asynchronous videos produced by learners, allowing them plenty of time to engage in speaking practice without the burden of providing immediate responses Furthermore, Flipgrid is a powerful instrument that can elevate the participation of students who often sit in the back of the class, allowing every student to express themselves without the fear or nervousness of speaking in front of their classmates (Tan, 2019) The author argued that it is especially true for individuals who hold a fear of mistakes, shyness, and lack of confidence when speaking English in front of the class Therefore, Flipgrid can be a potential solution to address speaking anxiety, class time constraints, and the lack of an English-speaking environment Nevertheless, the extent to which Flipgrid application can help EFL students to overcome speaking anxiety as well as the implications for successful Flipgrid implementation at the research site are not known As a result, the researcher perceived this study as an intriguing chance to conduct an investigation of whether Flipgrid can assist EFL students in reducing their speaking anxiety, as well as their attitudes towards the use of Flipgrid in learning English speaking.

Aims of the study

This study aimed to examine the impacts of Flipgrid on non-English majors’ speaking anxiety as well as their attitudes towards the utilization of Flipgrid for acquiring speaking skills.

Research questions

The present research aimd to answer the following questions:

1 To what extent does Flipgrid application impact non-English majors’ speaking anxiety in an EFL classroom?

2 What are the non-English majors’ attitudes towards the application of Flipgrid in an EFL classroom?

Significance of the study

The present study is anticipated to contribute valuable insights and implications for the implementation of the Flipgrid application in English language instruction

In terms of theoretical contributions, this research has recognized the significant contributions made to the literature review on ICT applications, namely the Flipgrid application for English speaking teaching for university-level EFL learners Consequently, future researchers may conduct a comprehensive examination and pursue additional exploration into the interaction between psychological factors and the process of acquiring spoken language, specifically with Flipgrid integration

Regarding practical impacts, the integration of ICT, especially the incorporation of Flipgrid into EFL training, has the potential to meet students' needs while providing convenience regardless of time or location constraints The research is supposed to provide EFL teachers with a clear plan for effectively implementing Flipgrid to address psychological factors like anxiety and grasp students' attitudes about using this application in an EFL course Hence, the research is expected to provide a reliable source of information to facilitate the utilization and adaptation of this application in different contexts.

Scope of the study

Due to the fact that the impacts of ICT integration on psychological variables in the field of learning speaking English among non-English majors are poorly understood, the study was to report on how speaking anxiety level among non-English majors changed due to the application of Flipgrid into speaking activities Furthermore, the research emphasized on documenting the students' attitudes towards Flipgrid application in learning English speaking Utilizing a quasi-experimental approach, the study’s scope was limited to recruiting 119 non-English majors (aged 18 to 20) who enrolled in the General English 1 course at HUTECH university This experiment period lasted for a period of 8 weeks, equivalent to the course length and ended at the completion of the course Each volunteer in both experimental and control groups of the study was asked to complete a pre-test, post-test in order to evaluate any changes in their speaking anxiety level survey while the participants in the experimental group filled a short questionnaire to show their attitudes towards the Flipgrid implementation during the course.

Definition of key terms

Speaking anxiety in this paper is described as an uncomfortable feeling of dread, bewilderment, tension, and nervousness experienced by EFL learners when speaking English in class or in front of a large group

Information and Communications Technology (ICT) is the abbreviation for Information and Communications Technology In the present study, the term is defined as the technological gadgets and internet connection used to organize and share information specifically for language acquisition

Flipgrid application the term is utilized in present study as a freely accessible online communication platform that predominantly employs video as its primary means of discussion

Attitudes, in the perspective of this research, are an evolving collection of assumptions that can influence students' behaviors, playing a crucial role in shaping their engagement in language acquisition.

Organization of the thesis

The study has five chapters Chapter 1 provides an overview of the background, statement, objectives, significance, scope, and organization of the research Chapter 2 provides an in-depth review of the literature that examines the background and includes a concise analysis of important studies conducted both internationally and within the specific setting of Vietnam to identify any gaps in the prior research Chapter 3 provides a comprehensive overview of the research methodology, encompassing study design, context, sample and sampling technique, experimental treatment, research instruments, data collecting, and data analysis Chapter 4 contains the presentation and discussion of the research findings Chapter 5 presents a comprehensive overview of the primary findings from the study, along with a summary of pedagogical implications, limitations, and significant recommendations for further research.

LITERATURE REVIEW

Speaking skills

2.1.1 The importance of speaking skills in EFL contexts

Human beings are predisposed to communicate before acquiring literacy skills by spending a significantly greater amount of time verbally interacting with language than in its written form at any given time Nunan (2003) asserted that speaking is the primary talent involving the production and reception of spoken language The process involves generating structured language expressions that convey intended meaning Speaking is widely regarded as the most critical of the four essential language skills when acquiring a second or foreign language (Leong

& Ahmadi, 2017; Sabina, 2018; Rao, 2019; Hutabarat & Simanjuntak, 2019) According to Nasiri (2016), speaking is a valuable aptitude that can foster effective communication and establish connections among individuals who share the same language because it conveys comprehensive and significant concepts In relation to the English language, Nasiri (2016) posited that possessing English speaking skills is equivalent to having knowledge of the language

2.1.2 The reality and challenges of speaking skills in EFL contexts

As stated by Rao (2019), it is common that EFL learners worldwide encounter challenges when trying to speak a second language, mostly owing to external and internal factors In recent studies investigating the factors affecting English language performance, some internal and external obstacles were also presented According to these studies, these barriers including (1) issues of the learners, consisting psychological factors, learning styles, and language proficiency (Gan, 2012; Nguyen & Tran, 2015; Pham et al., 2020; Bayotas, 2023) (2) challenges of the instructors, specifically teaching methodology (Gan, 2012; Mahripah, 2014; Pham & Nguyen, 2014; Khuong, 2017); and (3) conditions of the learning environment (Gan, 2012; Kabir, 2014; Nguyen and Tran , 2015 and

Vo et al., 2018) impede the development of speaking abilities among undergraduate Vietnamese EFL learners

Firstly, concerning issues of learners, the speaking proficiency of EFL students is influenced by various linguistic elements, and psychological factors Gan (2012), Nguyen and Tran (2015), Pham et al (2020), and Bayotas (2023) agreed that speaking can be challenging for some students because speakers must be proficient in a variety of crucial linguistics elements including phonology, syntax, vocabulary, semantics, subject knowledge, and listening strategies Moreover, EFL learners tend to be affected by psychological factors such as motivation, self-confidence and anxiety, which hinders their speaking performance (Nguyen & Tran, 2015)

Secondly, the impact of the instruction was identified in the studies of Gan (2012), and Mahripah (2014) that learners may find it difficult to acquire speaking skills pertaining to inappropriate English teaching methods, the content of teaching syllabi, and teaching curricula In other words, according to Gan's (2012) research, the speaking proficiency of students may be impaired if the English curriculum fails to emphasize communicative abilities Pham and Nguyen (2014) and Khuong (2017) asserted that English is predominantly taught through the grammar translation method (GTM) in Vietnam in order to improve student performance on grammar-oriented assessments and textbook-based curricula As a result, students continue to reluctantly study grammar in preparation for traditional paper exams These authors also argued that after studying English using these methods and techniques for many years, Vietnamese students are unable to implement their linguistic proficiency in authentic communicative contexts

Furthermore, EFL learners' speaking performance is impacted by the constraints of the English learning environment Teachers' use of their mother tongue during English classes is one factor impeding EFL learners' speaking motivation (Nguyen & Tran, 2015) An additional determinant pertains to the unsuitable feedback provided by instructors throughout speaking practice (Nguyen

& Tran, 2015) This is in response to Gan (2012), Kabir (2014) who argued that instructors immediately addressing students' mistakes would undermine the purpose of speaking tasks and disrupt the natural flow of conversations As a result, learners would become unmotivated and develop a fear of speaking Additional obstacles to the speaking proficiency of EFL students stem from the constraints of extracurricular activities According to Gan (2012), Kabir (2014), and Vo et al (2018), learners in EFL settings may encounter difficulties in developing their oral communication abilities due to a limited amount of speaking opportunities outside of the classroom With regard to the speaking environment concern, Kabir (2014) and Nguyen and Tran (2015) concurred that large classes are not optimal for communicative lessons and hinder the speaking performance of EFL students

In summary, numerous studies in the EFL contexts have demonstrated that an inadequate linguistic ability, deficient allocation of time for teaching speaking skills, and inappropriate curriculum, teaching methods fails to meet the communicative requirements of English language learners In particular, a lack of adequate investment in speaking practice may discourage students from acquiring speaking skills As a consequence, EFL learners frequently remain silent during class and resort to using their native tongue rather than the target language (Vo et al., 2018; Truong & Phan, 2020).

Speaking anxiety in English language education

In order to detect language anxiety within the larger context of anxiety research, Macintyre (1998) proposed that language anxiety is a sort of situation- specific anxiety and that research on language anxiety should apply measures of anxiety experienced in specific foreign language circumstances Macintyre defined language anxiety as "the apprehension and negative emotional response triggered by the learning or use of a second language" (p 27) According to Horwitz, Horwitz and Cope (1986), foreign language anxiety is a special set of self- perceptions, attitudes, feelings, and behaviors associated with classroom language acquisition that stem from the uniqueness of the language learning process In other words, Sari (2017) proposed that speaking anxiety is a condition in which students feel uneasy when they are unable to be given a chance to engage in English speaking rehearsal Speaking anxiety, in this study, is defined as an uncomfortable feeling of dread, bewilderment, tension, and anxiety among EFL students when speaking English in class or in front of a large group

2.2.2 The relationship between anxiety and speaking competence

Regarding the affective factors such as self-esteem, self- confidence, anxiety, fear of failure, shyness, motivation, attitude, empathy, and so on, Krashen (1982) suggested that among these psychological factors, anxiety is one of the probable elements that can influence the oral performance of language learners In other words, anxiety in speaking is considered as a primary cause of the speaking hindrance (Belegdair, 2015; Al-Khotaba, 2019) Anxiety about speaking a foreign language is a common psychological element that affects pupils' oral performance It is an overwhelming feeling of anxiety and stress shown in physical symptoms such as sweating, rapid heartbeat, and unclear speech as a result of doubt in their ability to speak and potential threats (Abdullah et al., 2022)

In addition to influencing students' motivation to speak English, anxiety has an exceedingly close relationship with a filter Figure 2.1 demonstrates Krashen's (1982) illustration of the filter and the linguistic proficiency to be obtained

Figure 2.1 Operation of the affective filter from Krashen (1982)

As presented in the Figure 2.1, a filter is a barrier and a lock preventing students from receiving adequate input and maximizing their productivity A high filter will prevent the information from reaching the area of the brain known as the Language Acquisition Device, despite the fact that the learners understand the message (Krashen, 1982) A high filter will have a direct effect on the input obtained by the students A high level of foreign language anxiety increases communication apprehension, which in turn discourages learners from communicating Consequently, this impacts the input (knowledge) acquired by the students Effective input yields desirable output, indicating that students' good language production stems from their sufficient language acquisition creates a favorable outcome Language acquisition can be improved solely through the reception of comprehensible input (Krashen, 1982) Hence, optimal results can only be achieved when the anxiety factors affecting students are minimized

In response to Krashen (1982), Leong and Ahmadi (2017), Al-Khotaba et al (2019), and Le (2020) examined the relationship between the anxiety of second language learners and their ability to communicate The findings derived from these investigations indicated a negative correlation between the level of apprehension experienced by pupils and their oral performance The researchers emphasized that a higher level of anxiety impedes the willingess to communicate (Al-Khotaba et al , 2019) as well as oral performance of the students (Le, 2020) Severe anxiety among adult learners has the potential to induce feelings of despondency and a sense of failure (Al-Khotaba et al , 2019) They are especially prone to worry about making errors in their spoken language out of the belief that mistakes imply a lack of language awareness, which can impede their ability to speak English in public Students may be able to conquer their apprehension regarding oral presentations with the assistance of a welcoming and collaborative atmosphere, according to Leong and Ahmadi (2017) The literature review conducted for this study suggested that to maintain their students' interest in the speaking activity, instructors should create a welcoming learning environment using suitable teaching methods and techniques Particularly, instructors should provide sufficient guidance while providing students with more opportunities to communicate in English through the use of speaking tasks An innovative curriculum incorporating online video-based discussions is proposed as a solution to help EFL freshmen overcome limitations of time and place This approach also introduces a unique speaking strategy in an interactive setting Specifically, teachers can make use of any internet-based platform for exchanging ideas and opinions, as mentioned by Abu Bakar et al (2013) and Curry (2020) By creating a stress-free environment for conversing, instructors can assist students in mastering their communication skills Considering the current situation, teachers have a variety of options for teaching speaking skills in order to address their students’ problems However, extensive research and experimentation are required prior to the official implementation of a video-based online discussion tool, which prompted the researcher to conduct this study

Foreign language anxiety (FLA) is considered to be a highly significant factor in the process of learning a foreign language (Horwitz et al., 1986) Horwitz (2001) proved a negative correlation between anxiety and speaking proficiency by utilizing the Foreign Language Classroom Anxiety Scale (FLCAS) framework It implies that when students are getting more anxious, they tend to avoid the difficulties in learning the target language Horwitz et al (1986) were the first researchers to define FLA as a distinctive kind of anxiety associated with the acquisition of a foreign language They incorporated three crucial FLA theoretical categories for the research of language anxiety, including communication apprehension, test anxiety, and fear of negative evaluation

Communication apprehension refers to the anxiety that arises from human contact, encompassing both the fear of speaking and the concern of receiving and responding to spoken words The term pertains to the learners' proficiency in communicating in the target language (Horwitz et al., 1986) Communication anxiety leads to a dread of communicating, which restricts the ability to comprehend others' words

Test anxiety, meanwhile, according to Horwitz et al (1986), is a sort of performance anxiety caused by a fear of failure Typically, this occurs when students take an English language exam, particularly an oral exam Students feel uncomfortable and under pressure in this circumstance Even students who have prepared perfectly for an oral English exam might make mistakes on the exam They appear to lose ability during the examination Therefore, students make typical mistakes and appear to be unaware of the exam requirements Horwitz et al (1986) reported that commonly, students who have certainly known the answer prior to a test experience forgetfulness due to anxiety, which causes them to lose memory capacity and thus provide incorrect responses on the exam

Fear of negative evaluation was defined by Watson and Friend (2005) as the individual's anxiety that stems from the fear of others' judgements, the discomfort of obtaining undesirable assessments, the tendency to refrain from evaluative situations and the belief that others may judge them unfavorably Learners tend to avoid circumstances where they may be evaluated by others (Worde, 2003) According to Horwitz et al (1986), the assessment of speaking proficiency is the most difficult aspect of language acquisition, and therefore poses significant challenges for all learners

In summary, acquiring proficiency in a foreign language necessitates continuous passion and motivation Studies on FLA have principally discovered its detrimental impacts on cognitive functioning, self-confidence, motivation, readiness to engage with others, classroom dynamics, and overall academic performance (Gkonou et al., 2017; Horwitz, 2017; Kelsen, 2019) Thus, in addressing FLA, Horwitz (2017) emphasized the importance of creating pleasant and supportive learning settings that benefit those learning a second language

2.2.4 Foreign Language Classroom Anxiety Scale (FLCAS) framework

The Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was designed as a 5-point Likert scale questionnaire with 33 items introduced by Horwitz et al (1986) After Horwitz et al (1986), Aida (1994) proposed an updated FLCAS model with four factors, namely speech anxiety and fear of negative evaluation, fear of failing the Japanese class, degree of comfort when speaking with native speakers of Japanese and negative attitudes towards the

Japanese class Later, Zhao (2007) suggested another four component model by expanding Horwitz et al.'s three-factor model into four domains: communication apprehension, test anxiety, fear of negative evaluation, and anxiety in foreign language class

However, the psychometric features of the FLCAS have undergone extensive investigation and reevaluation over the past three decades to assess its validity and reliability Horwitz (1986) conducted a validation study on the scale, providing evidence of its test-retest reliability (rtt = 83) as well as its convergent and discriminant validity The results showed a positive correlation between the FLCAS and test anxiety (r = 53, p < 01), fear of negative assessment (r = 36, p

< 01), and communication apprehension (r = 28, p > 05) Further support for the reliability of the FLCAS has been demonstrated by strong internal consistencies (α > 90; Aida, 1994; ; Zhao, 2007; Gửỗer, 2014) and response validity (Tóth, 2011) Moreover, since its induction in 1986, the scale has gained traction and remains extremely popular with peer-reviewed research published due to its utilization in several previous studies in the field of EFL acquisition (Sari, 2017; Manipuspika, 2018; Al-Khotaba et al., 2019; Le, 2020; Nguyen & Tran, 2021; Muslimin et al., 2022) However, there was a scare utilization of FLCAS 1986 test to investigate the impacts of ICT tools on the level of FLA Therefore, in this study, the FLCAS questionnaire developed by Horwitz (1986) and modified by Muslimin et al (2022) was adapted to investigate the students' speaking anxiety levels before and after Flipgrid application with modifications to meet the context of the research.

ICT in education

ICT refers to technology that makes information accessible via telecommunications ICT resembles information technology (IT) but focuses mostly on communication technologies, including the Internet, wireless networks, mobile phones, and other forms of communication technology (Pratt, 2019) The rapid progress in technology provides language learners and instructors with more choices to customize instructional methods to meet individual needs Therefore, ICT is applied in teacher training programs and learning strategies to acquire language effectively

Computer-Assisted Language Learning (CALL) is prevalent among teachers who are accustomed to utilizing ICT in the classroom Egbert's (2005) definition of CALL includes the process of learners acquiring language skills via the use of computer technology, including in formal and informal contexts As integration of technology into the language classroom to create a natural-like language learning environment, CALL provides teachers with the flexibility to choose a custom-designed program, application, or website for teaching skills and course content CALL promotes second language learning theories, provides digital learning tools and activities for students to use outside of class for self- directed learning, and facilitates digital literacy in language classrooms (Levy & Stockwell, 2013)

Technology-Enhanced Language Learners (TELL), a new term arises in the use of ICT for the sake of learning the language As Bush and Terry (1997) proposed, TELL emphasizes the technology the computer provides rather than the computer itself, which enables the integration of technology into the language classroom as a facilitation to teacher instruction by means of displaying multimedia TELL promotes a student-centered environment and provides extra time for learning beyond the classroom (Patel, 2017) The widespread availability and use of mobile devices have led to the acronym Mobile Assisted Language Learning (MALL), which is the combining of mobile technologies (such as smartphones, tablets, and MP3 players) with CALL as a support for language learners to facilitate both their access to quality materials and their communication with other learners and teachers Kukulska-Hulme and Shields (2008) distinguished MALL from CALL by the utilization of personal, portable devices that facilitate novel methods of acquiring knowledge MALL places particular emphasis on the continuous and immediate availability of learning resources across various situations and environments Despite the fact that MALL acknowledges the crossing of borders and the evolution of technology from computer desktops and laptops to the flourishing of cell-phones and mobile electronics, it shares with CALL an emphasis on the "assisted language learning" components of the acronym This results in an emphasis on the role and significance of a single software application in the conscious learning or practice of language Due to the widespread ownership of mobile phones, they argued that MALL offers greater portability and convenience to students

Importantly, these definitions and acronyms have at their core the concept of students working on the computer/mobile device and using applications to consciously practice languages It is not difficult to see how these alternative acronyms have effectively become offshoots of ICT, as they did not challenge its defining characteristics

2.3.2 Technological Pedagogical Content Knowledge (TPACK) framework

In the digital revolution era which is commonly referred to as Industry 4.0, educators are faced with the task of effectively engaging Generation Z students (Bencsik et al., 2016) To meet this challenge, teachers must acquire technological proficiency in order to capture students' attention and foster their digital literacy skills (Motteram, 2013) Furthermore, the cultivation of digital literacy is an essential attribute that must be fostered as an integral component of the 21st- century educational competencies, which encompass creativity, critical thinking, communication, and cooperation (Bialik & Fadel, 2015)

Therefore, the incorporation of technology within the pedagogical framework is essential for the facilitation of the teaching and learning process In the context of the current digital disruption, it is imperative to have educators who possess a strong aptitude for technology in order to effectively cater to the needs of technologically proficient as industry 4.0, Z Generation pupils These pupils have a high level of digital literacy, which allows them to get familiar with the various applications of technology

Moreover, the incorporation of a specialized framework is vital in technology-driven processes to effectively incorporate technology as a tool for enhancing learning (Townsend & Cronin, 2017) An example of a technology integration framework that could be implemented is the Technological Pedagogical Content Knowledge (TPACK) Framework comprising three fundamental components: technological, pedagogical, and content knowledge (Koehler et al., 2013) The framework encompasses the requisite knowledge that educators must possess in order to effectively incorporate technology into their instructional practices within a certain curriculum area According to Koehler et al (2014), the integration of TPACK framework is deemed necessary in all teacher training curricula In addition, it is imperative for practical educators to engage in ongoing professional development that encompasses the study and use of digital literacies Educators possess an inherent understanding of the intricate interplay among three fundamental elements of knowledge: content, pedagogy, and technology, as they employ appropriate pedagogical approaches and technological tools to teach content (Mishra & Koehler, 2006; Schmidt et al., 2009)

In Vietnam, according to research conducted by Pham et al (2020), tertiary students possess a high level of digital literacy Therefore, it is crucial for English teachers to comprehend the intricate connections among content, pedagogy, and technology to develop appropriate and tailored teaching approaches for their specific educational environment However, a lot of lecturers in Vietnam continue to conduct teaching and learning using traditional teaching strategies and a lack of technological participation This resulted in a tedious and uninteresting learning environment for 21st-century students (Pham et al., 2020) According to the study, there were a number of issues and obstacles in teaching English using ICT in Vietnam, including a lack of ICT competency, a lack of ICT facilities, oversized classrooms, a heavy teaching load, a lack of technical support, and a lack of support from key authorities (Pham et al., 2020)

According to what has been addressed, the integration of technology in the process of teaching and learning still needs to be improved Learners should be taught using a technologically based teaching method or model, and lecturers should convey the subject matter by adopting recently updated technologically- driven instructional strategies or models that are effective for tech-savvy pupils

2.3.3 Applying ICT into English Language Teaching (ELT)

ICT has been implemented into ELT contexts to increase the quality of language acquisition It might be argued that ICT has been a critical medium in facilitating the transition from traditional classrooms to technology-based learning According to Ghavifekr et al (2012), educational institutions, together with teachers, ought to strongly consider integrating ICT into curriculum so that students can be trained with the necessary skills to thrive in "a knowledge society" Knowledge acquisition is enhanced by the transformational influence of ICT on education (Ogott & Odera, 2012; Oyedele et al., 2013; Prastikawati, 2019) According to Chapelle (2002), using computer technology in the classroom can improve students' linguistic input The use of ICT in ELT, in particular, has created an authentic learning environment by engaging students and instructors in a range of more demanding, exciting, memorable, and engaging communication tasks and activities (Prastikawati et al., 2020) Another study by Dogoriti (2015) found that students displayed an optimistic attitude towards learning online, especially when the activity promotes a sense of solidarity among students and encourages social interaction Furthermore, Purnawarman et al (2016) asserted that online learning has the potential to facilitate more social connections among students This explanation emphasizes the need of using ICT in the classroom to overcome students' knowledge gaps

Furthermore, ICT is implemented in ELT through a blended learning strategy that combines traditional classroom settings (face-to-face) with E-learning (online) to provide students with additional opportunities and flexibility for learning outside of the classroom, fostering students' autonomous and collaborative learning As a result, the use of multimedia or technology expands information and instructional material resources, fosters student interest in the subject matter, improves communication skills, and broadens students' exposure of western culture (Shyamlee, Phil & Patel, 2012) It is not noted that technology produces a paperless teaching and learning environment through the incorporation of electronic teaching materials such as hypertext and other multimedia technologies, which offer greater benefits than traditional textbooks (Yermekkyzy, 2022)

In conclusion, to improve the quality of graduates to fulfill the requirements of external stakeholders, establishing a revolutionary language instruction and learning is of necessity Additionally, this process should be conducted by thorough analysis and process so that the results may have positive effects In this era of digital transformation, when constructing a pedagogical framework, it is crucial to thoroughly analyze the advancement of technology and the necessary skills required for the future, such as effective communication, collaboration, and critical thinking Moreover, the integration of English language study and technology facilitates the evolution of the learning-teaching process Teachers, acting as the front-line educators, must acquire digital literacy in order to use ICT to locate, create, and communicate information As technology evolves rapidly, English instructors must devise and innovate new teaching strategies and procedures that maximize the use of technology to meet the requirements of students in the present

2.3.4 The impacts of online video-based discussion platforms on EFL students' speaking anxiety

In current era of globalization and technology, it is essential for instructors to select creative techniques for implementation in tertiary education Several types of research have also been conducted using a technology-based instructional strategy Moreover, according to Syafii et al (2019), the utilization of multimedia presentations has been found to be an excellent method for enhancing speaking ability To illustrate, digital comic Toondoo, as demonstrated by Fatimah et al (2019), and Pecha Kucha Presentations, as highlighted by Mabuan (2017), are innovative strategies and tools which can make appealing classroom situation by producing better learning experience, and creating a stress- free classroom atmosphere These platforms have a big effect on the students’ behavior and motivation to learn, which has the potential to enhance students' speaking abilities These studies have shown that the utilization of technology- based medium can effectively improve students' language abilities, specifically their speaking proficiency

Online video-based discussion platforms serve as virtual environments where learners can comfortably engage with course material and interact with their peers (Hammond & Wiriyapinit, 2005) The use of discussion platforms, a prevalent approach for incorporating technology into blended learning or online courses, as Birch and Volkov (2007) found to provide advantages for both EFL and ESL learners These platforms enable students to confidently exchange their experiences and foster stronger connections with their peers in virtual classrooms Goda and Yamada (2013) conducted a study that demonstrated that the use of asynchronous discussion platforms in EFL classrooms resulted in improvements in language production due to the heightened interpersonal interaction of classmates

Video-based discussion platforms enhance interaction among learners and create a more natural connection by providing students with crucial social cues, such as facial expressions and emotions through voice, which text-based online discussion boards lack (Clark et al., 2015) Research demonstrated that incorporating video-based discussion platforms in integrated language classrooms can eliminate psychological barriers such as speaking anxiety and enhance language proficiency These platforms enable learners to organize their thoughts effectively and present them confidently (Lowenthal & Moore, 2020) Additionally, they promote greater peer interaction among students without pressure (Svokos, 2019)

Flipgrid as an educational tool

From an educational perspective, Flipgrid is a free online tool offered by Microsoft that allows teachers to conduct video discussions, facilitates their observing and listening to individuals in the class, promoting a positive social learning community (Budiarta & Santosa, 2020) Within the Flipgrid platform, educators have the ability to share thought-provoking prompts or stimuli to initiate discussions, while students are encouraged to respond by creating concise video submissions Additionally, this characteristic motivates students' engagement in online classroom discussions, promoting interaction among those in the virtual class

In a language education context, according to Edwards and Lane (2021), Flipgrid is a digital tool which functions as an online platform where students may engage in video-based discussions, fostering opportunities for the exchange of ideas, peer communication, and the enhancement of language proficiency and presentation skills Flipgrid has gained popularity among language instructors due to its user-friendly setup and effortless incorporation into classroom settings It allows students to promptly participate in recorded online video-based discussions, initiated by teachers, on various class themes or other multimedia resources

Video-based discussion boards have been found to provide greater benefits for language students compared to text-based ones However, it is important to acknowledge and address some challenges that may arise, including concerns about privacy, student hesitation, and technical obstacles Customized video-based discussion platforms, like Flipgrid, seek to alleviate the difficulties faced by instructors and learners

According to Drom (2019), since June 2018, Microsoft has offered the platform accessible to educators globally, providing a wide range of strong capabilities such as video production tools, unrestricted storage, and a vast collection of free photos These resources are available at no additional charge to both instructors and students Flipgrid is the predominant online video creation and sharing tool within the realm of education There are two distinct alternatives for Flipgrid: a free version and a paid version The platform can be conveniently accessed using a web browser or an application for smartphones specifically created for both iOS and Android operating systems

Flipgrid, a social learning tool, empowers teachers to generate a subject, gather learners' replies, and facilitate participant interaction through videos As Merrill (2018) stated that both educators and students can actively engage in generating and reacting to each other's contributions within the discussion forums Similarly, Green and Green (2018) described Flipgrid as a video discussion platform designed to allow students to quickly engage in recorded conversations with video and audio responses Flipgrid is a cross platform web-based and mobile app The two key terms in Flipgrid are grid and topic A grid is created for a class or course to contain the conversations (topics) Within a topic, there are multiple student responses

2.4.2 Flipgrid in teaching and learning

In the contemporary era of social media, the use of video content has gained significant popularity, particularly among students who are well-versed in leveraging videos to strengthen their social connections Video response systems, acting as interactive platforms that enable interaction and collaboration among persons, have seen a significant increase in popularity in recent years (Katemba & Ning, 2018) According to Taylor and Hinchman (2020), Flipgrid, a particular video response technology, possesses significant potential as an experiential learning tool, facilitating educators' ability to actively include students in diverse learning and evaluation activities Additionally, Flipgrid is an internet-based system that offers students better chances to interact with teachers as well as course materials, fostering a sense of comfort and convenience (Moran, 2018) According to Dunbar (2019), the utilization of video recording by students enables instructors a broader timeframe to conduct a more critical and precise evaluation of students’ products

On Flipgrid, Grids, Topics, Responses, and Replies are the fundamental characteristics that reinforce this video discussion platform Firstly, a grid refers to a group of students that instructors can designate and create a Flip Code for, or alternatively use the automatically generated code Secondly, topics function as stimuli for discussions, to which students provide their responses Thirdly, responses are the students' recorded and uploaded videos in response to the posted topics, enabling individuals to articulate their thoughts using their own voices Lastly, replies in Flipgrid allow students to engage in interactive discussions in which they can respond to previously added responses By that way, Flipgrid also offers in-depth investigation and promotes the notion that anyone can be a teacher and a student (Fahey et al., 2019) Therefore, Flipgrid may also be utilized as an electronic portfolio speaking assessment in which instructors can add their own criteria, provide students with the prompt, and allow them to respond freely

(Subiana et al., 2022) As a result, Flipgrid presentations allow students to learn from their teachers and peers, an option that is frequently underutilized in an online setting (Kompar, 2018)

Flipgrid, being a widely utilized tool in contemporary times, has been the subject of numerous research studies investigating its application in educational settings Notable contributions in this area include the publications of Stoszkowski (2018), Green and Green (2018), McLain (2018), Lowenthal and Moore (2020) and Mango(2021) These studies collectively establish that Flipgrid offers a multitude of advantages for students across various age groups Flipgrid may be utilized in several academic disciplines, including language learning, engineering, physics, and numerous other areas According to Stoszkowski (2018), Flipgrid is an online-based video discussion platform that aims to empower learners and foster social engagement among students

Several studies have been conducted to examine the effectiveness of Flipgrid in the context of the teaching and learning process Basko and McCabe (2018) found that using Flipgrid can help maintain students' levels of persistence during the course of instruction Additionally, the utilization of this online platform may also facilitate cognitive, social, and instructional presence, as highlighted by Holbeck and Hartman (2018) They said that the utilization of Flipgrid has the potential to facilitate online face-to-face connection as an alternative to the conventional face-to-face interaction in a classroom setting These studies confirmed that Flipgrid can be utilized as an instructional platform that may enhance students' engagement in the teaching and learning process by fostering a sense of community

2.4.3 Flipgrid’s purposes for language learners in higher education

In order to develop a community of learners who assist one another from anywhere, the usage of Flipgrid in higher education must be strategic and powerful This employment also offers a unique participation option for the awareness and development of needed learning skills in the 21st century among university students

In a study conducted by Duong and Hoang (2021) to examine the perceptions of EFL students regarding 21st century learning skills in higher education, the participants admitted a significant level of consensus on the importance of the Four Cs: communication, collaboration, critical thinking, and creativity skills The authors proposed that teachers should refrain from exerting control over students' learning and focus on designing learning activities relevant to the 4Cs to enhance students' awareness of the 4Cs in the digital era, and subsequently foster the development of their 4Cs skills Prior research on Flipgrid has demonstrated the efficacy of this application in enhancing the Four C's skills of university students in the 21st century

Regarding Flipgrid and communication skills among university students, Taylor and Hinchman (2020) and Shifan (2021) realized that university learning environments are evolving quickly, with today's college students belonging to a

"screen-based society" Flipgrid offers a platform for students to enhance their social interactions with peers and actively participate in the course material Regarding Ruiz (2021), for new language learners, engaging in mutual communication within a classroom environment might provide challenges The availability of video replies on Flipgrid enables students to critically think about their discussion, allowing them sufficient time to ensure the effectiveness of their intended communication, which contributes to the development of students' confidence (Ahmad & Lidadun, 2017; Amirulloh et al., 2020; Lowenthal & Moore, 2020) Ruiz’s view (2021) was aligned with previous assertions of Tan (2019) and Nguyen and Tran (2021) who proved the use of Flipgrid's video sharing feature encourages the participation of certain students who experience shyness, tension, and anxiety while facilitates the development of communication proficiencies among students, peers, and educators

Pertaining to collaboration, Ilin (2020) was aligned with Basko and Hartman (2017) by confirming that Flipgrid promotes collaboration by necessitating students to engage in team-based work The authors proposed that professors may flip class time in an organized manner by providing topic previews before class, allowing students to watch videos, and responding with questions, so that class time is spent discussing issues and engaging in relevant dialogue, rather than beginning with a lecture Moreover, McLain (2018), Innes (2020), Stoszkowski et al., (2020) and Mango (2021) stated that Flipgrid provides a collaborative and friendly studying environment in which students are able to receive feedback via video to eliminate the fear of peer criticism in a physical classroom and be more receptive to correction

Moreover, Ilin (2020) highlighted the growing level of creativity facilitated by Flipgrid, which allows students to produce and edit videos directly within the program with captivating interactive features like filters, stickers, and text incorporated into the videos As a result, editing Flipgrid videos sparked the imagination, leading to remarkable achievements because as a digital native, students may share a Flipgrid link on the other social flatform without worrying about a learning management system’s limited file size (Basko & Hartman, 2017)

Critical thinking, as suggested by Duong and Hoang (2021), serves as the bridge connecting the knowledge acquired by students at the university with the practical challenges they may encounter in real-life situations Dunbar (2019) and Taylor and Hinchman (2020) confirmed this view by demonstrating that Flipgrid prompts students to express and present their knowledge and understanding through video, enabling a more precise evaluation of their cognitive comprehension and physical aptitude in relation to the course material Alternatively, in tertiary institutions Basko and Hartman (2017) proposed that to develop students’ individual critical thinking, students may be asked to submit learning reflections for the day through Flipgrid Viewing everyone's videos enables pupils to understand how each individual interpreted the information Ruiz (2021) argued that this feature enables users to observe others, as well as engage in self-observation, then students are able to express their opinions or critiques by responding to the video

Attitudes Towards Using ICT Tools in Learning the English Language

2.5.1 Students' attitudes towards the use of ICT tools

There are various studies on instructors' perceptions on the use of technology in learning, however, there is a scarcity of research on how pupils respond to the utilization of particular technology In Ikhwan's and Widodo's study (2019), a correlation between students' attitudes and the teachers' instructional models was established Students with positive attitudes, according to the study, are promoted to engage in blended learning then receive higher English marks, which is aligned with Sudiran's (2016) results, who examined the perspectives of English university students on the use of ICT for learning According to Sudiran (2016), students possessing a favorable attitude towards utilizing ICT as a means of acquiring English language skills in higher education institutions experienced enhancements in their English proficiency In contrast, Bali and Liu (2018) concluded that students were less happy with online learning compared to face-to- face learning, which had a significant negative influence on their academic progress and satisfaction This could be due to students' lack of knowledge about which technologies best support specific learning aims and objectives (Petersen et al., 2020), which results in students' limited engagement, participation, and comfort when interacting with ICT tools

In conclusion, revealing students' attitudes plays a crucial role in assessing how effective a certain ICT tool in teaching and learning English is This is because students are the aim of learning; they are required to be able to achieve all of the learning objectives, thus their engagement with attitudes is critical Under such circumstances, students should engage in further exploration and self- improvement to overcome the initial challenges that online learning may provide, and then gradually shift from negative to positive attitudes that ICT can undeniably enhance their English language learning process

Various theoretical models have been put forward to explore and explain factors that cause individuals to accept, reject or continue the use of new technology (Venkatesh & Davis, 2000; Venkatesh et al., 2003) Davis (1989) claimed that learners' attitudes towards utilizing ICT in the EFL context could be influenced by several determinants He proposed and formulated the Technology Acceptance Model (TAM) and introduced a theoretical framework that might potentially elucidate the interaction among users' attitudes, intentions, and their behavior In the TAM, Davis stated that perceived ease of use pertains to the extent to which users view the platform as being straightforward to use, while perceived usefulness pertains to the extent to which the platform enhances their work performance From these two mentioned factors, the individual’s intention towards using e-learning tools is formed This is further proved by Wu's and Chen's study (2017) on sustained intentions to use Massive Open Online Courses (MOOCs), which indicates that perceived ease of use strongly influences the perceived usefulness Additionally, students are more inclined to consider MOOCs as useful if they perceive them as user-friendly

As mentioned earlier, the TAM has been implemented due to the substantial expansion and acceptance of technology in the field of education Wirtz and Gửttel (2016) concluded that TAM is one of the most prominent models in information technology acceptance research and the prevailing theoretical framework regarding users’ adoption of social media Recent academics have displayed significant interest in investigating the users' intents and attitudes towards utilizing different e-learning platforms and technologies (Hsu & Chang, 2013; Wu & Chen, 2017; Alismaiel et al., 2022; Alturki & Aldraiweesh, 2022) In Shin and Yunus's (2021) study, the TAM was utilized to investigate the attitudes of elementary school children towards the utilization of Flipgrid as a tool for acquiring English- speaking skills in a Year 4 CEFR classroom In their research, attitudes towards the use of ICT tools are influenced by four aspects including: perceived ease of use, perceived usefulness, behavioral intention to use, and attitude towards use Due to the platform's language learning potential, the users held a favorable attitude towards the application of Flipgrid to improve their English speaking abilities

Finally, regarding the application of the technological acceptance model to social media, the aforementioned studies focused on the adoption of MOOCs, TikTok, Google Meet, and Moodle To the writer's knowledge, few earlier studies have analyzed the adoption of ICT tools in Vietnam using the TAM In other words, TAM has not been adequately utilized to investigate the EFL students' attitudes towards the use of videotaping discussion platforms in tertiary institutions in Vietnam This present study, therefore, tends to fill this gap in the literature by taking the case of Flipgrid and applying it to university context In this study, attitudes regarding the usage of ICT tools are influenced by four aspects adapted from the TAM model including perceived ease of use, perceived usefulness, self-reflection towards using, and intention to use, which were depicted in Figure 2.8

Figure 2.2 TAM model of the students’ attitudes towards the use of ICT tools

Previous studies

The FLCAS test has been used consistently throughout the year as a reliable instrument to extensively investigate the correlation between students' speaking abilities, willingness to speak and their anxiety Research done by Manipuspika (2018) sought to investigate the correlation between language anxiety and willingness to communicate (WTC) among EFL students Data was gathered from

98 undergraduate English majors at a university in Indonesia The data collection involved using a Likert-type WTC scale and the FLCAS to measure three anxiety types: communication apprehension, test anxiety, and fear of negative evaluation The study's results demonstrated a strong, positive correlation of learners' anxiety in EFL classroom with their willingness to participate in English communication, which means anxiety is a significant barrier to WTC Learners who experienced high levels of anxiety struggle with the language learning process and exhibit a reduced willingness to engage in English conversation In addition, Al-Khotaba et al (2019) presented another perspective by examining the relationship between English speaking proficiency and speaking anxiety This correlational research aimed to examine the influence of FLA as a psycholinguistic obstacle on the speaking proficiency among EFL Saudi learners The study's findings were gathered through the use of questionnaires adapted from FLCAS (1986) and speaking achievement exams The study included a sample of 100 students, with an equal distribution of 50 males and 50 females, who enrolled in the English program at Northern Border University in the Kingdom of Saudi Arabia during their preparatory year The study findings indicated that language anxiety has a substantial detrimental impact on the participants' speaking proficiency The author emphasized that anxiousness was the predominant factor affecting students' performance in the speaking class Therefore, foreign language anxiety needs to be decreased among EFL learners To propose a solution, Colbeck (2011) assumed speaking anxiety can impede learners' ability to speak English in public and examined the effect of a basic-level speech course on the communication apprehension of university students in an experimental research The author utilized Personal Report of Public Speaking Anxiety (PRPSA) as a research tool with 324 students at a large, Midwestern university To illustrate the test results, he proposed five levels of speaking anxiety level in the study: very low, moderately low, moderate, moderately high, and very high with regard to public speaking situations The participants in Colbeck's study exhibited, on average, a high level of anxiety when it came to public speaking However, after completing the speech course and implementing the specific methods utilized by the institution under investigation, their anxiety level decreased to a moderate level Similarly, in the Vietnam context, Le (2020) conducted a quantitative study examining the levels, causes, and effects of speaking anxiety in relation to speaking proficiency among EFL non-English majors at Thai Nguyen University of Education in Vietnam 128 non-English majors who had completed one year of intensive English at the university level were included in the study The personal report of communication apprehension (PRCA) scale adapted from FLCAS (1986) was utilized to collect quantitative data on the degrees of speaking anxiety reported by students The results indicated that Thai Nguyen University EFL students experienced a moderate degree of speaking anxiety Additionally, EFL students with greater levels of speaking anxiety demonstrated significantly lower speaking proficiency

In relation to applying Flipgrid as a solution to speaking anxiety, the FLCAS has also been used consistently as a reliable instrument to investigate the influence of Flipgrid on the level of speaking anxiety experienced by EFL students at different education levels The study of Muslimin et al (2022) was to examine the attitudes and anxiety levels of students, and its correlation with their performance in speaking on Flipgrid, at a public university institution located in East Java, Indonesia A correlational research was carried out with 54 students from the English Department who responded to an anxiety questionnaire with 20 questions that was modified from the FLCAS developed by Horwitz (1986) In addition to the questionnaire, the participants also completed a speaking test and a survey Both psychological characteristics had a significant correlation with students‘ Flipgrid speaking success, with students‘ Flipgrid speaking success- anxiousness demonstrating a greater correlation compared to students‘ Flipgrid speaking success-attitude Moreover, the utilization of Flipgrid resulted in a decrease in students' anxiety levels in acquiring English speaking skills In the Vietnam setting, the most related research to this study is the study of Nguyen and Tran (2021) who claimed a reduction in the anxiety level among EFL high school learners in learning English speaking using Flipgrid The research followed a mixed-methods approach in which the researchers primarily centered on the one- group pretest-posttest quasi-experimental model in which the same dependent variable was measured in one group of participants to compare the EFL learners’ anxiety level There were 60 EFL tenth-grade learners in a high school in the Mekong Delta, Vietnam participated in the study Based on the quantitative survey results withdrawn from the modified FLCAS consisting of two components namely communication apprehension and fear of negative evaluation, 85% of the students admitted that prior to using Flipgrid for speaking, they felt anxious and confused when speaking English in class, whereas after using Flipgrid for speaking, only 56.6% of the students felt anxious when speaking English in the classroom Therefore, to satisfy the requirements of university context with EFL university students, the researcher adapted the FLCAS test, derived from FLCAS (Horwitz, 1986) and modified by Muslimin et al (2022) The test encompassed three domains: test anxiety, communication anxiety, and fear of negative feedback

In recent years, utilizing the TAM of Davis (1989) as a research instrument, numerous studies have examined the perceptions and attitudes of the EFL students towards the Flipgrid application in learning speaking English According to current research, learners hold positive attitudes towards the Flipgrid platform for developing their English speaking abilities Posheng (2021) examined the perceptions of Japanese first-year EFL students about the use of Flipgrid in English discussion classes The study employed a mixed methods approach and utilized Cha and Kwon's (2018) expanded TAM developed by Davis (1989) The study's findings indicated that students' perceived usefulness and ease of use of Flipgrid were consistently positive Furthermore, the participants reported a notable improvement in the perceived ease of use after the Flipgrid experience, owing to its mobility and proximity to popular social platforms Related to students' attitudes towards Flipgrid application in learning speaking English, the research of Shin and Yunus (2021) revealed the potential application of Flipgrid in both the teaching and learning of English speaking skills in a Common European Framework of Reference for Languages (CEFR) classroom The purpose of this study was to investigate the attitudes of Malaysian primary school students in utilizing Flipgrid to improve English speaking abilities in a Year 4 CEFR classroom Using a mixed- methods approach with an explanatory sequential design, data were gathered through a questionnaire adapted from the TAM of Davis (1989) and semi- structured interviews with 60 CEFR primary Year 4 students with poor English- language proficiency Due to the platform's language learning potential, students in a CEFR classroom had a positive attitude towards utilizing Flipgrid to acquire English speaking ability In Vietnam, Pham (2023) conducted a mixed-methods study to investigate students' perceptions following a course that utilized Flipgrid in online speaking classes The participants comprised first-year students enrolled in the Foreign Language Department at Van Lang University, who undertook online speaking modules The author employed a modified version of the TAM (Davis, 1989) questionnaire and interviews as research instruments The findings indicated that students perceived Flipgrid as fostering a collaborative learning environment, enabling them to acquire knowledge from their peers and alleviate their anxiety, since it alleviated the stress of direct classroom presentations There were discrepancies in the perceptions of high and low-level students about the effectiveness of the Flipgrid for enhancing their pronunciation High-achieving students tended to value this advantage more than their lower-achieving peers To summarize, Posheng’s (2021) and Pham’s (2023) studies focused on students’ perception towards Flipgrid application in learning speaking English Therefore, to emphasize on EFL students' attitudes, the researcher adapted the TAM questionnaire from Shin and Yunus (2021)

In conclusion, the previous literature was applied to many countries, such as the USA, Malaysia, Japan, and Indonesia So limited studies were applied to Vietnam, specifically to investigate the application of Flipgrid in reducing non- English majored students' speaking anxiety in the context of an EFL classroom at a university context Moreover, the mentioned authors employed a quantitative research method or a mixed-methods design with only a one-group pretest-posttest quasi-experimental model with a small sample size, which provided a less detailed picture of a students' actual experience Mentioning research instruments, the FLCAS test and TAM questionnaire have not been utilized to thoroughly and extensively explore students' speaking anxiety and attitudes regarding the usage of videotaping platforms in an EFL class at university level education in Vietnam In light of these constraints, the researcher of this study saw an opportunity to fill the aforementioned gap in the literature by adapting Flipgrid to a university setting and evaluating the impact of Flipgrid on reducing EFL learners' speaking anxiety and on determining their attitudes towards the usage of Flipgrid in learning English speaking

Given the discussion in the literature review, the researcher developed the conceptual framework of the study, which is displayed in Figure 2.9

Figure 2.3 The Conceptual Framework of the study

Non-English majors' speaking axiety level FLA

Self-reflection toward using Intention to use The application of

Non-English majors' attitudes towards the use of Flipgrid

As described in Figure 2.9, the study was conducted to evaluate the impact of Flipgrid speaking activities as an independent variable on two dependent variables including EFL learners' speaking anxiety level in learning English speaking as well as their attitudes towards the usage of Flipgrid in learning English speaking The EFL learners' speaking anxiety level in learning English was measured based on three dimensions, namely communication apprehension, test anxiety, and fear of negative evaluation (Horwitz et al., 1986) This component represents the first research question of the current study The second research question focuses on the attitudes of EFL learners regarding employing Flipgrid for improving English speaking skills, which were determined through the examination of four aspects, namely perceived ease of use, perceived usefulness, intention to use, and self-reflection towards using (Shin & Yunus, 2021) Together, the mentioned conceptual framework acted as the guidance and basement for the research methodology

This chapter has covered important features of incorporating ICT in English teaching, with a particular emphasis on applying the capabilities of Flipgrid to address anxiety hindrances and enhance English speaking proficiency The theoretical underpinnings and summaries of prior investigations on these topics were also included The chapter has introduced a conceptual framework that guided the selection of research tools for data collecting, which is detailed in the following chapter.

Chapter summary

This chapter presents details on the research design, study setting, sample and sampling techniques, experimental treatment, research tools, and data collection and analysis methods

To examine the level of speaking anxiety experienced by non-English majors before and after using Flipgrid for speaking practice, the current research employed a mixed-methods approach with explanatory sequential design Following a two-phase approach, the research begins with the collection and analysis of quantitative data, followed by the collection and analysis of qualitative data, which is informed by the quantitative findings Qualitative data is employed to clarify the quantitative data (Creswell & Creswell, 2018) In this research, with a quasi-experimental research design as the main focus, the identical dependent variable was measured in two participant groups The mixed-methods approach, according to Creswell and Creswell (2018), entails mixing qualitative and quantitative research and data in a research project While qualitative data are often open-ended replies and quantitative data are closed-ended responses, the mixed methods approach permits the gathering of both types of data in order to acquire plentiful and extensive data with minimum mistakes (Creswell & Creswell, 2018)

A mixed methods technique neutralizes the bias in qualitative data and the limitations in quantitative data (Creswell & Creswell, 2018) Cohen et al (2007) stated that this kind of study may reinforce multiple methods to produce a comprehensive research picture In addition, mixed methods research involves methodological triangulation using quantitative surveys followed by a structured qualitative inquiry to obtain insights for triangulation of the examined issue Therefore, the mixed methods research design was employed for this study.

RESEARCH METHODOLOGY

Research design

To examine the level of speaking anxiety experienced by non-English majors before and after using Flipgrid for speaking practice, the current research employed a mixed-methods approach with explanatory sequential design Following a two-phase approach, the research begins with the collection and analysis of quantitative data, followed by the collection and analysis of qualitative data, which is informed by the quantitative findings Qualitative data is employed to clarify the quantitative data (Creswell & Creswell, 2018) In this research, with a quasi-experimental research design as the main focus, the identical dependent variable was measured in two participant groups The mixed-methods approach, according to Creswell and Creswell (2018), entails mixing qualitative and quantitative research and data in a research project While qualitative data are often open-ended replies and quantitative data are closed-ended responses, the mixed methods approach permits the gathering of both types of data in order to acquire plentiful and extensive data with minimum mistakes (Creswell & Creswell, 2018)

A mixed methods technique neutralizes the bias in qualitative data and the limitations in quantitative data (Creswell & Creswell, 2018) Cohen et al (2007) stated that this kind of study may reinforce multiple methods to produce a comprehensive research picture In addition, mixed methods research involves methodological triangulation using quantitative surveys followed by a structured qualitative inquiry to obtain insights for triangulation of the examined issue Therefore, the mixed methods research design was employed for this study.

Context of study

The research was conducted at HUTECH University (Ho Chi Minh City University of Technology) in southern Vietnam According to the school's curriculum, non-English majors have to pass six general English modules, ranging from General English 1 to General English 6, equivalent to levels A1-B2

As a prerequisite, students had to pass the prior course before enrolling in the subsequent one Each module consisted of six units and was equivalent to three credits The objectives of the course were to improve students’ four linguistic skills so that they could possess the ability to be comfortable with English in use Therefore, all listening, speaking, reading and writing skills were summative and formatively assessed With an emphasis on the students' communicative competence, speaking tests accounted for 20% of the students' final scores After completing six courses, pupils were required to get a B1+ level Senior students are expected to obtain a B1 qualification on the Common European Framework of Reference (CEFR) for graduation Therefore, classroom instruction in General English 1 to 6 courses played an essential role in the students' preparation for taking the B1 examination

The research was conducted throughout the 2022–2023 academic year The participants in this study were from the Faculty of Korean Studies and the Faculty of Chinese Studies with an average of 50-60 students per class The research participants enrolled in the General English 1 course, which consists of 15 sessions spread over 8 weeks, with 2 sessions per week (Thursdays-Saturdays) Following the university curriculum, the course book was Four Corner, level 2A This book was appropriate for students' level and age with related topics Students at HUTECH were taught General English subject two times a week during 15 sessions Before enrolling in the institution, they had been studying the English language for more than six years

Over the past few years, there has been a general trend toward student- centered English instruction at universities This shift has been prompted by policymakers who have recently adopted evidence that this approach can aid in cultivating a proficient workforce that is essential for the knowledge-based economy of the future (Pham, 2016) To illustrate, lecturers attempted to minimize the amount of time devoted to teacher talk so that as much work as possible would be assigned to pupils The delivery of the English lessons was based on blended learning approaches in which teachers utilized the ICT to deliver lessons by displaying tailor-made slides with relevant videos, images, games or songs to teach vocabulary and grammar following the course book organization In addition, the Communicative Language Teaching method was implemented, incorporating various learning and teaching techniques such as role play, language exchanges, simulation, debate, games, pair work, and group work These strategies could actively include learners in the communication process, emphasizing the development of student's abilities to effectively and confidently communicate in practical scenarios such as expressing thankfulness, expressing discontentment, making suggestions, extending invitations, and seeking directions

However, prior to the experiment, a significant amount of time had been devoted to teacher-led instruction where students inactively engage in lessons and being passive recipients of knowledge In addition, the time for student interaction was basically reduced so that they can fulfill their individual tasks The learners frequently spoke in their mother tongue instead of English when they interacted Moreover, the instruction and practice time allocated on four skills in the EFL classroom was not equal, and less time was spent to speaking activities ICT was not frequently used in the classroom where direct instruction remained its primary pedagogical focus Therefore, providing students a chance to work with ICT and practice speaking outside an English classroom by a platform as Flipgrid was indeed.

Sample and sampling procedures

The research employed a non-probability convenience sampling technique to select participants The participants were 119 non-English majors from two classes of the General English 1 course in the 2022/2023 academic year at HUTECH University while the researcher occupied the position of instructor for both of these two General English 1 classes The students were grouped into the experimental group and the control group The experimental group consisted of 59 students equipped with all the necessary gadgets and an internet connection for taking part in Flipgrid speaking activities While the control group consisted of 60 students who followed a traditional teaching approach and did not use Flipgrid in their speaking assignments Both groups had the same background knowledge of language skills (A1-A2) Aged from 18 to 20, all students were energetic and willing to learn As shown in general information in the questionnaire, despite having learned English proficiency for at least over six years, all participants in this research exhibited a significant degree of English speaking anxiety and were unable to express their ideas in English fluently and comprehensively.

Treatment

During 8 weeks of the course, 6 speaking assignments were assigned Each week, students in both groups were assigned to compose a speech of around 2 minutes in length The topics used for the speaking activities were based on the topics covered in the course book (see Appendix H) At the end of the Saturday session, the teacher gave a speaking assignment and provided students with useful vocabulary, grammar structures to compose their speech Students speaking performance in both groups were evaluated based on the rubric of content, pronunciation, fluency and grammar

For the experimental group, students were trained on the use of Flipgrid at the first session of the course, they also joined their Flipgrid class by the code or link provided by the teacher The participants used Flipgrid outside the classroom on a weekly basis to post video responses to assignments that complement their classroom learning The Flipgrid assignments were posted online on Saturdays of every week and were due on Wednesday of the following week On the other hand, for the control group, the students were assigned to compose their speech based on traditional methods without the facilitation of any online platform suggested by the teacher

In the educator guide, Fahey et al (2019) mentioned three major options for sharing a grid with students: a URL, a QR code, and embedding it on a webpage The URL or QR code leads students straight to the grid, where they may select a topic by clicking on it If students are using the iOS or Android app, they need to activate it, enter the grid code supplied, and then browse to the topic Figure 3.1 depicts four grids representing four graduate courses from the teacher’s view

Figure 3.1 Examples of discussion grids in Flipgrid

As seen in figure 3.2, clicking the grid reveals a screen with the different themes, each of which represents a distinct conversation in the graduate course

Figure 3.2 Example of a specific grid with topics

To initiate a discussion, the instructor generated a new subject, which served as the discussion prompt, which is described in Figure 3.3

Figure 3.3 Teacher giving a discussion topic with time setting

As depicted in Figure 3.3, while designing a grid or a topic, the instructor had various choices available for customizing the grid or topic Options included privacy settings for a grid and the addition of external connections to a Google Doc for a topic The prompt might contain photos or tutorial videos The video came with the subtitle so that the students could clearly understand the requirements For some students who were not able to thoroughly comprehend the video instruction, the immersive reader function may help them to translate into their mother tongue or provide flashcards on the words

In the next step, the students initiated their responses by recording audio and video on their computers or mobile devices Instead, the students might upload a video they had generated and kept on their device Also, the students might add stickers and doodles to their videos (Fahey et al., 2019) Flipgrid also permits assignment reviews or recommendations prior to submission, in which the teacher offered the students with comments via Flip before they submitted their final versions Figure 3.4 illustrates the examples of the students’ responses to a particular speaking assignment on Flipgrid

Figure 3.4 Example of student responses to a topic

As seen in Figure 3.4, within the study time, there were 47 initial responses,

167 total replies, 2437 views, and 38.1 hours of recorded video for the conversation of a topic

Regarding teacher evaluation, speaking assessment in an EFL class emphasizes on the linguistics skills in which the teacher pays attention to content, grammar, pronunciation and fluency, which are all met by Flipgrid responses (Subiana et al., 2022) Flipgrid may also be utilized as an electronic portfolio speaking assessment in which instructors can add their own criteria, provide students with the prompt, and allow them to respond freely as shown in Figure 3.5

Figure 3.5 Teacher’s video response on student’s speech

To motivate peer evaluation, the responses could be seen by all members With high quality video editing features accompanied by subtitles and immersive reader functions as depicted in Figure 3.6

Figure 3.6 Immersive reader of Flipgrid video’s transcript

The procedure in which the treatment of Flipgrid video-taping technique applied was compared to traditional lesson delivery in specific sessions of the course was illustrated in Table 3.1

Table 3.1 The procedure of Flipgrid application compared to traditional lesson delivery

Procedure Control Group Experimental Group

In class, the teacher assigned the speaking task by showing the questions, useful languages, grammar and evaluation rubric on the class board

On Flipgrid, the teacher assigned the speaking task by posting the questions, useful languages, grammar and evaluation rubric on the Flipgrid group

At home, the students independently composed the speech at home without using the ICT tools recommended by the teacher They utilized the useful languages and grammar recommended by the teacher to respond to the questions presented by the teacher The pupils typically transcribed their ideas into paper before rehearsing their ideas verbally

At home, students used Flipgrid to compose the speech to respond to certain visual and audio prompts posted by the instructor They then reviewed and posted the videos on their Flipgrid group prior to the deadline at 11 PM on the next Wednesday

Following the procedure of Flipgrid discussion platform, at their own convenience, the students gave video, audio or word comments on the others' videos for needed modifications (each student was asked to give comments on four videos of the other students next to their submissions of their Flipgrid group) The teacher joined online asynchronous discussion to observe, support and evaluate their online discussion then gave feedback and modified their own individual videos if needed based on rubric of content, pronunciation, fluency and grammar

In a pair discussion, the students spent 5 minutes presenting their speech, giving and receiving feedback from their peers

During the discussion section, the teacher walked around the class to observe, support and evaluate their offline discussion, give feedback and modify their composition if needed

The videos of 5 students were randomly chosen to display in front of class before receiving the feedback from the teacher based on the rubric of content, pronunciation, fluency and grammar

5 students were randomly called on to present their topic in front of class before receiving the feedback from the teacher based on the rubric of content, pronunciation, fluency and grammar

Then, as a result of Flipgrid's advantages in terms of saving class time and prolonging the instruction time, the students were led to the instruction of the new lesson The participants had more 15 minutes for further interaction with peers and the instructor in comparison with those in the control group

Then, the students were led to the instruction of the new lesson

Table 3.1 clearly illustrates that the speaking activities including assigning, composing, performing and assessment in the experimental group were conducted online using the Flipgrid platform Conversely, these steps of speaking tasks in the control group were conducted offline inside a conventional EFL classroom setting The specific topics for each week can be found in Appendix H.

Research instruments

Creswell (2008) stated that the explosion in website usage and the availability of Internet tools have facilitated the use of web-based surveys for researchers, enabling them to gather data more quickly and conveniently Hence, online tests and questionnaires through Google Forms were employed to gather data from the participants, rather than relying on conventional methods Crucially, the participants had no obligation to provide their personal information on the response forms to ensure confidentiality of their responses

Referring to the first research question, the anxiety levels of non-English majors before-after the treatment of employing Flipgrid for speaking practice was identified by adapting Horwitz et al 's (1986) FLCAS in which the term "foreign language" in the original FLCAS was replaced with "English language" In order to prevent any misunderstanding of the statements, the Vietnamese version of the items was administered to the participants The original test with 33 items was adapted and modified into 26 items, i.e., the other 7 items that were not relevant to English speaking skills and EFL class were omitted

The test consisted of two main parts Part 1 encompassed 5 questions that sought to obtain demographic information, including gender, age, major, English learning time, and previous educational methods Part 2 consisted of 26 statements that were categorized into three distinct constructions of communication apprehension, test anxiety, and fear of negative evaluation to determine the levels of anxiety experienced by EFL learners during the process of learning to speak English The writers employed a five-Likert scale as the scoring system code The scales were coded as follows: 1=Strongly Disagree (SD), 2=Disagree (D), 3= Neutral (N), 4=Agree (A), and 5=Strongly Agree (SA) Furthermore, due to the negative nature of items 3, 5, 12, 18, and 26 their scores were counted in reverse Consequently, the ratings for those items were assigned numerical codes: 1=Strongly Agree (SA), 2=Agree (A), 3= Neutral (N), 4=Disagree (D), and 5=Strongly Disagree (SD)

The students in both groups were required to complete the pre-test and post- test at the beginning and the end of the course The results determine their speaking anxiety level, which ranges from very low to very high There are five speaking anxiety levels which are adapted from Colbeck (2011) assigned in this study (very low, low, moderate, high, and very high) The following table illustrates the detailed conclusion of each level

Table 3.2 Students’ Anxiety Level Description (Colbeck, 2011)

Very Low 0- 1.0 Indicates very low anxiety in speaking

Low 1.1-2.0 Indicates a moderately low level of anxiety in speaking

Moderate 2.1-3.0 Suggests moderate anxiety in most public speaking situations but no severe that the individual cannot cope and be a successful speaker

High 3.1-4.0 Suggests moderately high anxiety in speaking

People with such scores will tend to avoid public speaking

Very High 4.1-5.0 Indicates very high anxiety in speaking People with these scores will go to considerable lengths to avoid all types of public speaking situations.

To reinforce the results of the first research question from the FLCAS tests and investigate the second research question, a mixed questionnaire comprising of two sections was employed

Regarding the second research question, the first part of a questionnaire employing a 5-point Likert scale investigated the attitudes of non-English majored students towards the use of Flipgrid in their learning English speaking journey The questionnaire assessing attitudes regarding the utilization of Flipgrid was derived from Shin and Yunus's (2021) research and subsequently adjusted to align with the specific context of the current study

The questionnaire contained 14 statements with four dimensions that could possibly have impacts on the students' attitudes comprising Perceived ease of use, Perceived usefulness, Self-reflection towards using, and Intention to use The participants were asked to state their level of agreement with each item ranging 1= Strongly Disagree (SD), 2= Disagree (D), 3= Neutral (N), 4= Agree (A), 5 Strongly Agree (SA) The reliability of the questionnaire was assessed utilizing Cronbach's alpha coefficient to assess each construct The results indicated that the surveys had satisfactory reliability, with an alpha coefficient value of 0.94

In addition, the second section of the questionnaire included open-ended questions to provide additional information to support the quantitative data and address research questions 1 and 2 The responses from these questions aimed to provide further insight into students' views on how the Flipgrid application impacted their speaking anxiety (research question 1) and their attitudes towards using Flipgrid in speaking assignments (research question 2), ultimately contributing to the enhancement of their communication skills

The questionnaire was translated into Vietnamese due to the fact that the participants of this study were non-English majors.

Data collection procedure

The present study was conducted over a duration of 8 weeks, consisting of three distinct phases

The first phase was to divide 119 non-English majored students of General English 1 course into the experimental group and control group Then to check participants' homogeneity, the FLCAS test included 26 items measuring the non- English majors’ anxiety in learning English speaking were delivered to 119 students in both groups via Google form (pre-test) Besides, the teacher introduced students in the experimental group to Flipgrid and trained them on how to use Flipgrid to compose a video response and practice speaking skills In addition, they received instruction on how to access and fulfill their assignments utilizing Flipgrid through interactive online practice

The second stage of the research lasted from the second to the seventh week of the course in which experimental participants were administered with the treatment of Flipgrid application in their speaking assignments while the control group was instructed with conventional methods

In the third phase, after the 8-week course was the post-evaluation phase, students in both groups were asked to complete another FLCAS online test during the last session of class (post-test) Then a mixed-methods approach was applied The participants in the experimental group completed a mixed questionnaire about the non-English majored students' attitudes towards the application of Flipgrid in acquiring English speaking skills Table 3.3 below illustrates the procedure by which data was collected during the course

Table 3.3 The data collection procedure in quasi-experimental design

Phase Week Control Group Experimental Group

Week 1 Pre-Test FLCAS test (Pre-Test) +

Week 2 Speaking assignment 1 Speaking assignment 1 on

Flipgrid Week 3 Speaking assignment 2 Speaking assignment 2 on

Week 4 Speaking assignment 3 Speaking assignment 3 on

Week 5 Speaking assignment 4 Speaking assignment 4 on

Week 6 Speaking assignment 5 Speaking assignment 5 on

Week 7 Speaking assignment 6 Speaking assignment 6 on

Week 8 FLCAS test (Post-Test) FLCAS test (Post-Test)

Data analysis scheme

The quantitative data gained from FLCAS tests and questionnaire was analyzed using SPSS version 26 for statistical analysis T-Test was conducted on the survey data from the FLCAS The pair-sample T test of pre- tests and post-tests were conducted on the survey data from the FLCAS to compare the mean scores between the means of FLCAS within each group The Tests of nornality were conducted to make sure that bothe variables (pre- and post-test mean scores) are normally distributed Then, independent samples T-Test of pre- tests and post-tests were carried out to find out statistically significant differences between the FLCAS means of the two groups at the point of measurement A statistically significant difference in the means of the FLCAS between the two groups after the treatment suggested that the non-English majors' level of speaking anxiety could be impacted after using Flipgrid for speaking for 8 weeks Then a more significant reduction in the FLCAS means found among points of measurement (pre-test and post-test) of the experimental group could present a decrease in speaking anxiety level after experiencing Flipgrid for speaking for 8 weeks

For the purpose of determining the attitudes of non-English majors towards the use of Flipgrid for acquiring English speaking skill, a Descriptive Statistics analysis was conducted Afterwards, the average score of non-English majors' attitudes towards using Flipgrid for learning English speaking skills was compared A score of 4.0 was determined to indicate a high level of favorable attitudes, based on the Oxford framework (1990)

For the qualitative data, after being acquired from online questionnaires, the responses from the students were downloaded into a spreadsheet The responses of the participants were assigned codes ranging from S1 to S59 For research question 1, the clusters of the responses were categorized as communication apprehension (CA), test anxiety (TA) and fear of negative evaluation (NE) While the research question 2's clusters were coded as perceived ease of use (PE), perceived usefulness (PU), self-reflection towards using (SR), and intention to use (IU) Subsequently, the scripts were translated into English and subjected to thorough analysis and coding using thematic analysis This process involved condensing the words into pre-existing patterns, topics, and categories in order to gain valuable insights The intended interpretation seeks to establish a connection between the identified patterns and the research questions (Creswell, 2012).

Reliability and validity

For the goal of assuring the validity and reliability of the research, the researcher employed the pre-existing and proven tests In addition, the researcher had conducted a pilot study with a second set of 50 General English 1 non-English majored students from General English 1 The participants were also divided into experimental and control group In the pilot study, the researcher used the same curriculum and course book to ensure that methods and plans work well in the official fieldwork Moreover, the participants in experimental group was exposured to Flipgrid application in speaking assignments while the control group was instructed by traditional methods without the support of Flipgrid application Piloting allows researchers to modify, narrow, or expand their research topic or research question, as well as specify the scope of their study (Kim, 2010) Internal consistency serves as an indicator of the research's reliability For the FLCAS test, the Cronbach Alpha of all items were r- pretest=0.93; r–posttest=0.89 while the Cronbach Alpha coefficient of the questionnaire was r-official=0.94), which was greater than 70 and the value of the corrected item-total correlation of each item should be greater than 30 (Morgan et al., 2010) As a result, the necessary revisions were made to the questionnaire items and there were no items found to have a weak correlation with the total items Then, for the purpose of collecting accurate responses, the items in the FLCAS test and questionnaire were translated into Vietnamese and cross-checked by a peer teacher to establish inter-rater reliability.

Ethical considerations

The participants in the research were informed of its objectives and assured that any information they supplied would be kept secure, preventing the linkage of identifying data with other data by unauthorized individuals The participants were offered the opportunity to voluntarily take part in the study and had the flexibility to choose whether to join or withdraw from it at any given time The researcher also assured the work was devoid of plagiarism or research dishonesty, and would faithfully depict the results.

Chapter summary

This chapter has provided information on the research design, study setting, sample selection, experimental treatment, research instruments, and data collecting and analysis methods The research findings and discussions are detailed in the next chapter.

RESULTS AND DISCUSSION

Results

The below research results were presented based on the order of the research questions

4.1.1 To what extent does Flipgrid application impact non-English majors’ speaking anxiety in an EFL class?

The first research question was addressed using a set of pre-test and post- test, with a Cronbach Alpha coefficient of 0.93 for the pre-test and 0.89 for the post-test (Cronbach Alpha, r-pretest=0.93; r–posttest=0.89) to determine whether the application of Flipgrid can reduce the non-English majors’ speaking anxiety in comparison with traditional instruction methods in speaking activities The results of both groups are displayed in Table 4.1

Table 4.1 Pre-test and post-test scores of the two groups

Regarding the mean scores presented in Table 4.1, it demonstrated that prior to the treatment, both groups exhibited a high level of speaking anxiety (FLCAS=3.0-4.0) In particular, the control class showed the mean of speaking anxiety level for the FLCAS pre-test of 3.4 (pre-test M= 3.4, SD=0.54), while the FLCAS mean of the experimental class recorded 3.6 (pre-test M= 3.6, SD=0.60) After the treatment, the FLCAS mean score of the control group was 3.2 (post- test M=3.2, SD=0.45) while the result showed that the FLCAS mean score of the experimental group was 2.9 (post-test M=2.9, SD=0.53)

During the experiment, the experimental group was assigned speaking assignments with the application of Flipgrid while the control group did not use any ICT tools for their speaking assignments For each group, the post-test FLCAS means need to be compared with the pretest means to determine if there is any reduction in the speaking anxiety level of EFL learners Therefore, two paired separated sample t-tests were conducted for each group The null hypothesis was that there was no statistically significant difference in the FLCAS means within each group and the non-English majors showed no significant reduction in their speaking anxiety level after Flipgrid application The results of paired samples t-test to compare the post-test results to the pre-test results within each group were illustrated in Table 4.2

Table 4.2 The result of Paired samples t-test to compare pre-test to post-test scores within each group

For both groups, a significantly lower mean post-test scores of the FLCAS compared to the mean pre-test scores was seen and the results showed that the Sig value (2-tailed) were p= 000 (< 05) and p= 0.016 (< 05), thus the null hypothesis was rejected This justified that in both groups, whether applying Flipgrid or traditional methods, there existed a statistically significant difference between the means of FLCAS and the non-English majors showed a significant reduction in their speaking anxiety level

Although both groups showed a statistically significant reduction in their anxiety level, to clarify answers for the first research question, the pre-test and post-test scores of FLCAS was compared by conducting two Independent samples T-Test to determine whether there was a statistically significant difference between the means of the FLCAS in two groups at the point of measurement (before and after the intervention) Therefore, the null hypothesis was that there was no statistically significant difference between the FLCAS means of the two groups at the point of measurement The results of independent samples T-test of pre-tests and post-tests were illustrated in Table 4.3

Table 4.3 Independent Samples T-Test of Pre-Tests and Post-Tests

Based on the findings of the equality of Means presented in Table 4.3, in the former independent sample T-test of pre-tests, the Sig (2-tailed) value presented p= 0.058 (> 0.05), thus the null hypothesis was accepted, which indicated no statistically significant difference in pre-tests mean scores of speaking anxiety level between two groups at the beginning of the course and the participants were eligible for the experiment in addition to their similar characteristics and background In other words, the participants in both groups presented the equal speaking anxiety level before adopting the intervention

In the latter independent sample T-test of post-tests, if the null hypothesis is accepted, which means that the Flipgrid application did not have a significant impact on the non-English majors’ speaking anxiety level As illustrated in Table 4.3, regarding the equality of Means, the analysis showed that the Sig value (2- tailed) was p=0.016 (< 05), indicating that the null hypothesis was rejected This justified the conclusion that group after 8 weeks of research, there existed a statistically significant difference between the control group's post-test FLCAS means and those of the experimental group In particular, the participants in experimental group presented a moderate speaking anxiety (FLCAS= 2.0-3.0) after experiencing Flipgrid application despite their initial higher speaking anxiety (pre-test M=3.6, SD=0.60; post-test M=2.9, SD=0.53) while the participants in the control group still held the high level of speaking anxiety (FLCAS= 3.0-4.0) after the course (pre-test M= 3.4, SD=0.54; post-test M=3.2, SD=0.45) The results demonstrated that the EFL learners in the experimental group saw a significant reduction in their degree of speaking anxiety after experiencing Flipgrid speaking activities for a duration of 8 weeks

The qualitative data findings provided a deeper understanding of how the implementation of Flipgrid lower the degree of speaking anxiety among the participants They stated that using Flipgrid could improve their confidence in speaking English and reduce communication apprehension, thereby leading to their communication skills improvement For instance:

"I believe that using Flipgrid has helped me build confidence in public speaking; I feel less nervous after a few practice sessions" (S31CA) or

"Because I am afraid of public speaking, I am never sure of my English Since I have been studying grammar for twelve years without speaking in a similar way, I am not confident in my speaking skills Flipgrid has reduced my stress by giving me plenty of time to prepare answers and recommending that recording a video is easier than giving a speech in class" (S54CA)

The students also admitted that the Flipgrid application enabled them to overcome test anxiety while preparing for English-speaking tests They explained that Flipgrid provided them with time to prepare for ideas so that they felt more comfortable expressing their thoughts on this platform

"Flipgrid is an excellent tool for developing my English speaking abilities since it allows me to practice at my own speed without being evaluated by others" (S7TA)

"I found it difficult to answer some difficult questions when I was individually required by the teachers, but when the entire class was required to share their responses, I was able to gain insight into my classmates' viewpoints and opinions on the subjects, which provided me with more ideas to express" (S37TA)

The students in the experimental group reported an improvement in their anxiety of negative evaluation regarding their speaking abilities after using Flipgrid

"When I make mistakes in speaking English, I worry about peer criticism Using Flipgrid to study English mitigates my fear of making mistakes and helps me identify and analyze them to avoid repeating them in future speaking practices" (S21NE)

After Flipgrid experience, they interpreted peer and instructor evaluations positively

"Utilizing Flipgrid develops harmonious and collaborative interactions with the instructor and peers The Flipgrid comments and feedback provided by my instructor and peers were extraordinarily beneficial" (S51NE)

4.1.2 What are the non-English majors’ attitudes towards the application of Flipgrid in an EFL class?

The second research question was further clarified by administering an online questionnaire sent to the students in the experimental group upon completion of the course The questionnaire sought to gather students' perspectives on the implementation of Flipgrid The results of the Descriptive

Statistics Test, displayed in Table 4.4, show the average mean score of the scale and the learners' attitudes about the usage of Flipgrid in learning English speaking (the Cronchbach Alpha of the questionnaire, r-official=0.94)

Table 4.4 Descriptive statistics of the questionnaire on non-English majored students’ attitude towards the use of Flipgrid

No Componential Variables Mean SD

The total mean score of non-English major students' attitudes towards the utilization of Flipgrid in learning English speaking was 4.09 (M=4.09, SD=0.461) out of 4.0, indicating a high degree of positive attitudes according to the Oxford framework (1990) The statistics corroborated the conclusion that non-English majored students exhibited positive attitudes towards utilizing Flipgrid as a means to enhance their English speaking skills The results of the study on learners' attitudes towards the utilization of Flipgrid were categorized into four distinct groups: perceived ease of use, perceived usefulness, self-reflection towards using, and intention to use

The students' attitudes of the ease of use of the Flipgrid application was demonstrated in Table 4.5

Table 4.5 The students’ perceived ease of use

1 I consider Flipgrid as an easy-to-use English learning tool

2 I feel at ease while using Flipgrid to practice speaking English

3 Interacting with my teacher and other members through Flipgrid was easy and not stressful

Discussion

The data analysis confirmed that there was a significant reduction in the degree of speaking anxiety among the non-English majors Furthermore, the participants exhibited optimistic attitudes towards utilizing Flipgrid in their speaking activities To explain the reduction in EFL students’ speaking anxiety level as well as their favorable attitudes towards the utilization of Flipgrid in a comprehensive way, the results from the FLCAS tests and questionnaire will be discussed in line with the order of the research questions

4.2.1 The impacts of the Flipgrid application on non-English majors’ speaking anxiety level

The results of both the quantitative and qualitative analysis highlight that Flipgrid has the potential to reduce anxiety among EFL learners when it comes to English speaking proficiency The findings of the current study are in line with the hypothesis and a few of the results of the previous studies that have been gone through in the part of literature review consisting of Ahmad & Lidadun (2017), Stoszkowski (2018), Lowenthal and Moore (2020), Nguyen and Tran (2021), Mango (2021), Tang et al (2021), and Muslimin et al.'s (2022)

Before using Flipgrid for speaking practice, the learners had significant anxiety over English speaking in the classroom However, after 8 weeks of using Flipgrid, this anxiety declined to a moderate level The students saw a notable decline in their degree of speaking anxiety, indicating a considerable reduction in their fear of communicating, following their use of Flipgrid Prior to the treatment, the student's proficiency level was in the A1-A2 range, potentially leading to their limited capacity to comprehend and communicate in English Moreover, the individuals involved in this research had previously taken part in the Grammar-Translation Method classes during their high school English training, in which grammatical rules were taught through analytical explanations The students would learn these rules mechanically and then apply them in grammar exercises and the translation of sentences to and from the target language The majority of the students said that their previous experience in high schools emphasized teacher- centered classrooms rather than student-centered classrooms Therefore, in response to the research conducted by Pham and Nguyen (2014) and Khuong (2017), it can be concluded that these instructional techniques impeded the establishment of a direct connection between concepts and expression As a result, this strategy failed to enhance the student's communicative proficiency in English

In this research scenario, the prior teaching method, which focused on student- centered learning, limited their capacity to understand others' speech and engage in full English communication

The decrease in communication apprehension can be attributed to the Flipgrid platform, which offers learners quick access to video scripts and allows them to record and review their spoken presentations before submitting them This enables learners to perform more accurately, with enhanced organization of concepts, improved grammar, more apparent pronunciation, and a broader vocabulary This finding corroborates the argument made by Lowenthal and Moore (2020) that students acquire the ability to organize their thoughts effectively when creating video recordings, enabling them to communicate their views confidently In addition, Ahmad and Lidadun (2017) and Amirulloh et al (2020) asserted that utilizing Flipgrid led to enhanced fluency, pronunciation, grammar, and vocabulary skills among students, as evidenced by several evaluations conducted prior to submission Consequently, Flipgrid empowers students who lack confidence in verbalizing their thoughts during in-person communication to do well in expressing their responses to Flipgrid discussions This is in response to the studies of Nguyen and Tran (2021) and Tang et al (2021) assertion that Flipgrid facilitated the enhancement of learners' speaking and listening skills, as well as their self-assurance in public speaking, by creating a learning environment that was devoid of apprehension

The findings of the FLCAS tests and responses to open-ended questions indicate that students in the experimental class of this study also exhibited a reduction in their level of test anxiety This can be explained by the fact that the students in this research, during their time in high school, adhered to the GTM approach with a strong emphasis on summative assessments, which primarily evaluated grammar and vocabulary skills However, at the university level, the curriculum focused on communicative learning methods involving administering oral summative and formative tests during lectures, which may cause discomfort and pressure among students This result is in response to Pham and Nguyen (2014), Khuong (2017) who asserted that students persist in studying grammar for grammar-focused tests but struggle to use their English language skills in communication tasks Furthermore, the flexibility of Flipgrid enables learners to record asynchronous videos at their convenience This allows ample time for diligently examining the topic, a comprehensive understanding of the criteria to practice speaking without the stress of immediate response required in formative assessments This discovery is consistent with Tan's (2019) and Nguyen and Tran’s (2021) study, which indicates that Flipgrid offers many opportunities for students to engage in speaking practice without the anxiety of presenting in front of their classmates and providing an instant answer Furthermore, Flipgrid’s face-to-face, concise speech exchanges facilitate collaborative online learning and critical reflection Hence, instead of being subjected to passive testing by the teacher, the students had the opportunity to actively assess themselves and their peers in a student-centered learning setting This aligns with the findings of Stoszkowski et al (2018), Syahrizal and Pamungkas (2021) that Flipgrid facilitates in-depth exploration, leading to increased autonomy and independence in students' oral use of the English language

The FLCAS and qualitative results indicated a reduction in learners' anxiety regarding making mistakes and receiving negative evaluations following their use of Flipgrid The initial high level of fear of negative evaluation in the course can be attributed to the students' limited English proficiency and lack of public speaking experience, resulting in apprehension regarding criticism from both peers and the instructor The reduction in the apprehension of negative assessment can be explained by the fact that Flipgrid provides a secure platform that allows students to share videos on a discussion grid, view their peers' videos, and receive feedback from teachers This fosters connections between peers and teachers, promoting a supportive and amicable environment Essentially, the participants assume the position of a judge and receive feedback from their peers and the teacher as a favorable evaluation in a collaborative learning setting This finding aligns with the results of a study conducted by Stoszkowski (2018), Innes (2020), Nguyen and Tran (2021) and Tang et al (2021) The authors discovered that Flipgrid, with its features of real-time video chatting and video discussions, effectively enhances collaborative learning and promotes student engagement As a result, students enjoy the class more Consequently, their involvement in an EFL course eradicates the apprehension of receiving negative feedback from classmates in a traditional classroom setting and they are open to being corrected

4.2.2 The Students' Attitudes towards Flipgrid

The research findings indicate that non- English majors had an optimistic attitude towards using Flipgrid This is vital since attitudes significantly influence students' learning processes In accordance with the perspective that students at higher education level have a positive attitude towards utilizing ICT as a means of studying English, leading to an enhancement in their English proficiency within their academic field (Sudiran, 2016; Ikhwan & Widodo, 2019)

In this research, students attributed their optimistic attitudes to the perceived user-friendliness of the Flipgrid application Based on the results of this study, Flipgrid is very user-friendly, allowing most users to easily navigate and utilize it after just one training session According to McLain (2018), Shin and Yunus (2021), and Mango (2021), learners expressed satisfaction with the Flipgrid application due to its user-friendly nature and its effectiveness in developing speaking abilities The results also indicate that students' perception of the usefulness of Flipgrid was crucial in shaping their positive attitudes towards using the platform They believed that it may enhance their confidence in speaking English while minimizing their anxiety related to speaking Previous research by Svokos (2019), Edwards and Lane (2021), and Mango (2021) has found that the utilization of videotaped communication technology can improve students' speaking abilities by allowing them to practice in a safe and non-threatening environment

Moreover, the students expressed that Flipgrid was an excellent tool as it substantially enhanced their vocabularies and instilled greater confidence in spoken English through videos, particularly for those who harbored apprehensions about making grammatical errors Similarly, in a study conducted by Ruiz (2021), it was shown that the use of Flipgrid makes certain parts of language acquisition more achievable The students expressed that using Flipgrid with an optimistic attitude enabled them to enhance their collaborative communication skills with their instructors and fellow learners while practicing speaking English The findings align with the outcomes of the investigations conducted by Budiarta and Santosa (2020), as well as Nguyen and Tran (2021) Flipgrid facilitated teachers in monitoring and actively listening to individual students in the classroom, thereby fostering engagement and facilitating the flow of ideas and peer communication Edwards and Lane (2021); Mango (2021) found that Flipgrid created a welcoming and encouraging social learning environment through online classroom discussions

Moreover, the findings indicated that Flipgrid is a potent teaching tool that can augment learners' self-reflection in their English speaking endeavors It enables them to critically evaluate themselves and reflect the strengths and shortcomings of their speaking performances Flipgrid provides students with more opportunities to practice speaking and allows them to listen to their own voices, helping them identify and reflect on their pronunciation errors The results seems to align with the conclusions of Shin and Yunus (2021), who suggested that Flipgrid promotes student-centered learning by encouraging reflection and self-assessment, which is well-suited to the learning preferences and capabilities of younger students Utilizing Flipgrid for English speaking practice promotes collaborative learning while also facilitating reflective and independent learning Additionally, via this teamwork, the students gain an understanding of the concept of peer feedback This aligns with the claim made by Syahrizal and Pamungkas (2021) that peer comments are crucial for maintaining an effective learning process

Regarding intention to use, the study discovered that the learners' expectations of using Flipgrid to acquire English speaking were satisfied The vast majority of students plan to persist in utilizing Flipgrid for the purpose of enhancing their English speaking skills in the future This aligns with the prediction made by Nguyen and Tran (2021) that Flipgrid would be commonly employed to enhance the enjoyment of English-language instruction The students also proposed the application of Flipgrid in distance learning program to supplement the lack of in-person interaction

The participants' qualitative replies indicated a positive attitude towards Flipgrid, as the application served as a motivation for their development of 21st century learning skills (4Cs), which are essential for success in a global economy The results of this study correlate with the findings of Duong and Hoang (2021), who observed that university EFL students highly valued the importance of 4Cs This indicates that the students recognized the significant importance of these skills in their learning process

In this study, the students expressed a strong appreciation for the diversity in communication facilitated by Flipgrid They found it valuable as Flipgrid enables both verbal and non-verbal communication in a wide range of settings and subjects, serving many objectives These findings corroborate the assertions made by Taylor and Hinchman (2020) and Shifan (2021) that Flipgrid, as an educational tool in a screen-based society, provides students with a platform to improve their social relationships with classmates and actively engage with the course content

In addition, the students in this study acknowledged the development of their cooperation abilities via the use of Flipgrid The application encourages peer evaluation, assessment, and the recognition of each team member's ideas The conclusion aligns with Ilin's (2020) argument that Flipgrid fosters cooperation by requiring students to participate in team-based activities and get feedback from their peers

Moreover, the research participants suggested that creating and evaluating movies enhanced their critical thinking abilities by establishing a link between the knowledge acquired from lectures and real-life experiences in a communicative setting Dunbar (2019) and Taylor and Hinchman (2020) have previously supported this perspective by showing that Flipgrid prompts students to showcase their knowledge and understanding through video, allowing for a more accurate assessment of their cognitive comprehension and physical ability regarding the course content

Chapter summary

This chapter has presented study findings and discussed them by comparing and contrasting them with results from previous investigations The next chapter offers the conclusions and recommendations for further research as well as the implementation of Flipgrid.

CONCLUSION AND RECOMMENDATIONS

Conclusion

The main objective of the present study was to examine the potential of the Flipgrid application in alleviating speaking anxiety level among university students who do not major in English The purpose of the study was also to assess the attitudes of non-English majors towards the utilization of Flipgrid for improving English speaking skills

Regarding the first research question, the results from the FLCAS tests demonstrated that the EFL learners' anxiety level in learning spoken English decreased from a high to moderate level following their exposure to Flipgrid speaking activities Flipgrid can assist EFL university students in decreasing their anxiety related to communication apprehension, test anxiety, and fear of negative evaluation when learning to speak English The students reported that utilizing Flipgrid could enhance their English speaking confidence, lessen communication apprehension, and allow them time to create ideas to address test anxiety They viewed peers' and instructor's evaluations positively due to their pleasant experience in the comfortable and enjoyable Flipgrid environment

Pertaining to the second research question, the study found that non- English majors had an optimistic attitude towards using Flipgrid application to enhance their proficiency in spoken English Flipgrid is an approachable and useful educational tool that has captured the interest of students in the study of English Flipgrid is an educational platform that facilitates social and collaborative learning

It offers a chance for each student to demonstrate their skills and encourages student-centered pedagogy within a reflective, collaborative environment Consequently, the student is to improve their proficiency in spoken English on Flipgrid throughout future language courses, particularly through online learning, in order to compensate for the lack of face-to-face interactions

The results acquired from the qualitative data further supported the findings on the attitudes of non-English majored students towards the Flipgrid application The consensus among the learners was that utilizing Flipgrid as an ICT tool for speaking practice effectively enhances their proficiency in 21st century learning skills (4Cs), namely communication, collaboration, critical thinking, and creativity Flipgrid enables teachers to extend learning opportunities beyond the scheduled course duration and provide the personalized feedback essential for student linguistic development The platform enhances connectivity through personalized two-way communication and improves efficiency in collaborative tasks Collaborating as a team enables students to develop a heightened awareness of evaluating and providing constructive criticism to themself and one another, thus enhancing reflective learning

In summary, the reduction in speaking anxiety and positive attitudes towards the utilization of Flipgrid are crucial in the process of developing spoken language In this particular scenario, the enhancement in speaking anxiety and favorable attitudes towards the utilization of Flipgrid can facilitate students' acquisition and improvement of their English-speaking abilities.

Pedagogical implications

The findings have led to the establishment of some educational implications for successful Flipgrid implementation in the future Studies have shown that Flipgrid can improve students' spoken English proficiency by creating a comfortable and collaborative practice environment that encourages a student- centered approach, thus reducing significantly their speaking anxiety Furthermore, considering the attitudes of non-English majors towards the integration of Flipgrid speaking activities inside and outside the EFL classroom, it can be concluded that such incorporation is advantageous for enhancing their oral English proficiency and 21st century learning abilities Therefore, recommendations for a successful implementation of this application in the future are presented

For instructors, prior to implementing Flipgrid speaking exercises, it is essential to ensure that students have access to reliable technological devices and a consistent internet connection while technological difficulties that may arise when using Flipgrid would be effectively addressed Furthermore, it is essential to provide students with explicit instruction on the advantages and objectives of utilizing Flipgrid as an ICT tool to enhance their limited English proficiency and overcome psychological obstacles such as anxiety and a lack of confidence in speaking English The training course should be held to acknowledge students that Flipgrid speaking activities have the potential to promote the growth of their Four C's abilities Furthermore, instead of being given complex subjects, students should be given a singular topic along with a limited number of basic questions and tutorial videos from instructors for their initial video submissions This approach allows students to familiarize themselves with Flipgrid, gather ideas, and prepare for recording

For students, especially those with little English proficiency and high levels of anxiety should utilize ICT tools such as Flipgrid to enhance their English communicative competence, which is essential for digital natives This allows them to build their speaking skills independently, rather than relying solely on instructors for speaking assignments Thus, it is recommended that learners should employ Flipgrid in a flexible and portable manner to enhance their autonomous learning

For institutional administrators, university administrators should promote the use of ICT tools like Flipgrid in English language education classes to enhance time management opportunities, following the TPACK Framework and blended learning implementation As a result, when an EFL classroom prioritizes teacher- centered instruction above student-centered instruction, students have the opportunity to engage in more innovative lessons, utilize a variety of materials, and develop stronger peer-to-peer and student-to-instructor relationships in a comfortable setting This might assist students who struggle with psychological barriers such as anxiety to improve their English speaking abilities.

Limitations of the study

Although this study acknowledges the valuable contributions made to the literature review on ICT applications, namely the Flipgrid application for English speaking instruction, it also incorporates certain limitations Initially, a limited number of participants were selected from a single educational institution for the purpose of collecting data Furthermore, this study utilized exclusively a test and a mixed questionnaire as research instruments Lastly, the study's setting was an integrated English course where participants received training in reading, listening, speaking and writing skills As a result, the study did not dedicate sufficient time to developing speaking skills, probably impacting the outcomes.

Recommendations for further study

From mentioned limitations, it is recommended that future studies employ additional research tools, such as interviews or observation to gather data To conduct a reliable experiment, it is necessary to enlarge the sample size and recruit research participants using a random sampling technique from diverse disciplines or institutions This subsequently allows for the generalization of the study's findings to all groups of university students in different contexts Furthermore, in order to accurately assess the impacts of the Flipgrid application on EFL learners' speaking anxiety as well as their attitudes towards learning English speaking, it is essential to conduct a study within a specialized English speaking course instead of an integrated course, in order to fully concentrate on enhancing speaking skills.

Chapter summary

This chapter has provided a concise overview of research findings, highlighting the pedagogical implications for the future adoption of Flipgrid by instructors, students, and administrators The chapter has also addressed the limits of the research and provided recommendations for future studies

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APPENDIX A FLCAS TEST- VIETNAMESE VERSION

BÀI KIỂM TRA MỨC ĐỘ LO LẮNG KHI NÓI TIẾNG ANH

Bài kiểm tra này nhằm mục đích nghiên cứu mức độ lo lắng của các em khi học kỹ năng nói Tiếng Anh Thông tin các em cung cấp trong bảng hỏi này chỉ dùng phục vụ cho mục đích nghiên cứu và không gây ảnh hưởng nào lên kết quả học tập của các em Câu trả lời của các em rất quan trọng với sự thành công của nghiên cứu này Mong các em trả lời một cách khách quan và thành thật các câu hỏi dưới đây

Cảm ơn và trân trọng sự hợp tác của các em!

3 Chuyên ngành bạn đang theo học:

4 Số năm bạn đã học tiếng Anh:

5 Phương pháp tổ chức lớp học môn Tiếng Anh em được tiếp cận ở bậc trung học phổ thông (Vui lòng đánh dấu X vào lựa chọn của bạn)

Phương pháp lấy người học làm trung tâm

Phương pháp lấy người dạy làm trung tâm

6 Phương pháp học tập môn Tiếng Anh em được tiếp cận ở bậc trung học phổ thông (Vui lòng đánh dấu X vào lựa chọn của bạn)

Phương pháp Ngữ pháp – Dịch (Grammar – Translation Method)

Phương pháp dạy tiếng Anh Giao tiếp (Communicative Language Teaching) Phương pháp Nghe - Nói (Audio-lingual method)

Phần II Bài Kiểm tra về mức độ lo lắng khi nói tiếng anh (FLCAS Test)

(1= Cực kỳ không đồng ý, 2=Không đồng ý, 3=Trung lập, 4=Đồng ý, 5=Cực kỳ đồng ý)

Khía cạnh Câu hỏi khảo sát đồng ý) 1(Cực kỳkhông 2 (Không đồng ý) 3 (Trung lập) 4 (Đồng ý) 5(Cực kỳđồng ý)

1 Tôi không bao giờ chắc chắn về bản thân mình khi nói tiếng Anh

2 Tôi sợ hãi khi không hiểu giáo viên nói gì bằng tiếng Anh

3 Tôi không cảm thấy lo lắng khi nói tiếng Anh với người bản ngữ.*

4 Tôi cảm thấy bối rối khi không hiểu những gì giáo viên Tiếng Anh đang sửa

5 Tôi cảm thấy tự tin khi nói tiếng Anh trong lớp.*

6 Tôi cảm thấy rất tự ti khi nói tiếng Anh trước mặt các sinh viên khác

7 Tôi cảm thấy lo lắng và bối rối khi nói tiếng Anh trong lớp học

8 Tôi lo lắng khi không hiểu từng từ mà giáo viên tiếng Anh của tôi nói

9 Tôi cảm thấy choáng ngợp trước số lượng quy tắc mà tôi phải học để nói tiếng Anh

Nỗi sợ khi bị kiểm tra

10 Tôi run sợ khi biết rằng mình sẽ bị yêu cầu trả lời bằng Tiếng Anh trong lớp học tiếng Anh

11 Tôi bắt đầu hoảng sợ khi phải nói mà không chuẩn bị trước trong các lớp học tiếng Anh

12.Tôi thường cảm thấy thoải mái trong các bài kiểm tra nói trong lớp học tiếng Anh của mình.*

13 Tôi lo lắng về hậu quả của việc thi trượt kỹ năng nói môn tiếng Anh

14 Trong giờ học tiếng Anh, tôi có thể lo lắng đến mức quên mất những điều tôi biết

15 Ngay cả khi tôi đã chuẩn bị tốt cho lớp học tiếng Anh, tôi vẫn cảm thấy lo lắng về điều đó

16 Tôi có thể cảm thấy tim mình đập thình thịch khi tôi chuẩn bị thi nói tiếng Anh

17 Càng ôn luyện cho bài kiểm tra nói tiếng Anh, tôi càng bối rối

18 Tôi cảm thấy không áp lực khi phải chuẩn bị thật tốt cho lớp học tiếng Anh.*

19 Lớp học tiếng Anh diễn ra nhanh đến nỗi tôi lo mình sẽ bị bỏ lại phía sau

20 Tôi cảm thấy căng thẳng và lo lắng hơn trong lớp học tiếng Anh so với các lớp học khác

Sợ bị đánh giá tiêu cực

21 Tôi ngại xung phong trả lời bằng tiếng Anh trong lớp học tiếng Anh của mình

22 Tôi sợ rằng giáo viên tiếng Anh của tôi sẵn sàng sửa mọi lỗi tôi mắc phải

23 Tôi luôn cảm thấy rằng các sinh viên khác nói tiếng Anh tốt hơn tôi

24 Tôi sợ rằng các sinh viên khác sẽ cười tôi khi tôi nói tiếng Anh

25 Tôi lo lắng khi giáo viên tiếng Anh hỏi những câu hỏi mà tôi chưa chuẩn bị trước

26 Tôi không sợ mắc lỗi trong giờ học tiếng Anh.*

APPENDIX B FLCAS TEST- ENGLISH VERSION

Foreign language speaking anxiety test (FLCAS)

4 The number of years of studying English:

5 The management approach of English classroom that you were instructed at high school: (please tick your answer)

6 The approach of studying English that you were instructed at high school: (please tick X to your answer)

SD= Strongly Disagree(1), D=Disagree (2), NS=Neutral (3), A=Agree (4), SA=Strongly Agree (5)

1 I am never quite sure of myself when I am speaking in English

2 I get frightened when I don’t understand what the teacher is saying in English

3 I don't feel nervous while speaking English with native speakers *

4 I get upset when I don’t understand what the teacher is correcting

5 I feel confident when I speak English in classes.*

6 I feel very self-conscious about speaking English in front of other students

7 I get nervous and confused when I am speaking in English classes

8 I get nervous when I don’t understand every word my English teacher says

9 I feel overwhelmed by the number of rules I have to learn to speak English

Test Anxiety 10 I tremble when I know that I am going to be called on to answer the questions in English class

11 I start to panic when I have to speak without preparation in English classes

12 I am usually at ease during my speaking tests in my English class.*

13 I worry about the consequences of failing my speaking English tests

14 In English language class, I can get so nervous I forget things I know

15 Even if I am well prepared for English language class, I feel anxious about it

16 I can feel my heart pounding when

I am going to be taking English speaking tests

17 The more I study for an English speaking test, the more confused I get

18 I don’t feel pressure to prepare very well for English language class.*

19 English language class moves so quickly I worry about getting left behind

20 I feel more tense and nervous in my English language class than in my other classes

21 I get embarrassed to volunteer answers in English classes

22 I am afraid that my English teacher is ready to correct every mistake I make

23 I always feel that the other students speak English better than I do

24 I am afraid that the other students will laugh at me when I speak English

25 I get nervous when the English teacher asks questions which I haven’t prepared in advance

26 I am not afraid of making mistakes in English classes.*

BẢNG KHẢO SÁT THÁI ĐỘ CỦA SINH VIÊN KHI SỬ DỤNG ỨNG DỤNG FLIPGRID TRONG HOẠT ĐỘNG NÓI TIẾNG ANH

Bảng hỏi này nhằm mục đích nghiên cứu mức độ lo lắng của các em sau khi học kỹ năng nói Tiếng Anh với ứng dụng Flipgrid Thông tin các em cung cấp trong bảng hỏi này chỉ dùng phục vụ cho mục đích nghiên cứu và không gây ảnh hưởng nào lên kết quả học tập của các em Mong các em trả lời một cách khách quan và thành thật các câu hỏi dưới đây Câu trả lời của các em rất quan trọng với sự thành công của nghiên cứu này Mong các em trả lời một cách khách quan và thành thật các câu hỏi dưới đây

Cảm ơn và trân trọng sự hợp tác của các em!

Bảng câu hỏi khảo sát (phỏng theo Mô hình chấp nhận công nghệ (TAM) trong nghiên cứu của Shin và Yunus (2021))

Bảng câu hỏi về thái độ bao gồm 20 câu bao gồm nhận thức nhận thức về tính dễ sử dụng, về tính hữu ích, tự phản ánh về việc sử dụng và ý định sử dụng

(1= Cực kỳ không đồng ý, 2=Không đồng ý, 3=Trung lập, 4=Cực kỳ đồng ý)

Khía cạnh Phát biểu về thái độ của sinh viên

1 (Cực kỳ không đồng ý) 2 (Không đồng ý) 3 (Trung lập) 4 (Đồng ý) 5 (Cực kỳđồng ý)

Mức độ dễ dàng khi sử dụng ứng dụng

1 Học cách sử dụng Flipgrid cho các hoạt động nói tiếng anh thật dễ dàng

2 Tôi cảm thấy dễ dàng khi sử dụng Flipgrid để luyện nói tiếng Anh

3 Tương tác với giáo viên và các sinh viên khác thông qua Flipgrid rất dễ dàng và không căng thẳng

Câu hỏi mở: Bạn nghĩ gì về những thách thức khi sử dụng Flipgrid trong quá trình học kỹ năng nói tiếng Anh?

Lợi ích nhận được khi sử dụng ứng dụng

4 Tôi tin rằng việc sử dụng Flipgrid để luyện nói tiếng Anh đã cải thiện khả năng cộng tác và giao tiếp của tôi với giáo viên và các bạn cùng lớp

5 Tôi nghĩ rằng việc sử dụng Flipgrid có thể giúp tôi cải thiện khả năng nói tiếng Anh của mình

6 Tôi tin rằng việc sử dụng Flipgrid đã giúp tôi tự tin hơn trong phần nói tiếng Anh của mình

7 Nhận xét và phản hồi của giáo viên và các bạn cùng lớp của tôi trong Flipgrid thực sự hữu ích

Câu hỏi mở: Lợi ích của việc học kỹ năng nói tiếng Anh bằng Flipgrid là gì?

Tự phản ánh về về sử dụng ứng dụng

8 Tôi tin rằng Flipgrid giúp tôi trở nên chủ động hơn trong các hoạt động nói tiếng Anh của mình

9 Tôi tin rằng Flipgrid đang hỗ trợ tôi phản ánh tiến độ nói tiếng Anh của mình

10 Khi tôi sử dụng Flipgrid, tôi sẵn sàng luyện nói tiếng Anh hơn

11 Sử dụng Flipgrid khuyến khích tôi luyện nói tiếng Anh

Câu hỏi mở: Flipgrid tác động như thế nào đến thái độ của bạn đối với việc học nói tiếng Anh?

Dự định sử dụng ứng dụng

12 Tôi hy vọng Flipgrid được sử dụng thường xuyên hơn để lớp nói tiếng Anh trở nên thú vị hơn

13 Tôi tin rằng Flipgrid sẽ tiếp tục hỗ trợ tôi cải thiện kỹ năng nói tiếng Anh của mình

14 Tôi tin rằng tôi sẽ tiếp tục sử dụng Flipgrid để luyện nói tiếng Anh trong tương lai

Bạn có tiếp tục muốn sử dụng Flipgrid trong tương lai để học các kỹ năng nói tiếng Anh không?

Survey Questionnaires ( questionnaire adapted from the Technology Acceptance Model (TAM) in Shin and Yunus’s (2021) study)

The attitude questionnaire contained 20 statements comprising perceived usefulness, perceived ease of use, self-reflection towards using and intention to use

SD= Strongly Disagree(1), D=Disagree(2), NS= Neutral(3), A=Agree(4), SA=Strongly Agree(5)

Dimension Statements of Students' attitudes

1 I consider Flipgrid as an easy-to-use English learning tool

2 I feel at ease while using Flipgrid to practice speaking English

3 Interacting with my teacher and other members through Flipgrid was easy and not stressful

Open-ended question: what do you think about the challenges of using Flipgrid in the process of learning English speaking skills?

4 I believe that using Flipgrid to practice English speaking has improved my collaboration and communication with teacher and classmates

5 I think that using Flipgrid can help me to improve my English- speaking skills

6 I believe that using Flipgrid has helped me gain confidence in my English speaking performance

7 The comments and feedback given by my teacher and classmates in Flipgrid were really useful

Open-ended question: What are the benefits of learning English-speaking skills using Flipgrid?

8 I believe Flipgrid helps me become more self- sufficient in my English- speaking practices

9 I believe Flipgrid is assisting me in reflecting on my English speaking progress

10 When I use Flipgrid, I have more willingness to speak English

11 Using Flipgrid encourages me to practice speaking in English

Open-ended question: How does Flipgrid impact your attitudes towards English speaking learning?

12 I hope Flipgrid will be used more often to make English speaking class more enjoyable

13 I am expecting Flipgrid can assist me with practicing English speaking more effectively

14 I believe I will continue to use Flipgrid for English speaking practice in the future

Would you like to use Flipgrid again in the future to learn English-speaking skills?

APPENDIX E THE PROCEDURE OF IMPLEMENTING FLIPGRID SPEAKING ASSIGNMENT IN EXPERIMENTAL GROUP

Stages Teacher’s activities Students' activities

● On Flipgrid, the teacher assigned the speaking task by posting the questions accompanied by useful vocabulary, expressions, and evaluation rubric and set the deadline on the Flipgrid group

● Teacher introduced useful vocabulary, expressions to students For example:

“Describe a health problem you once had You should say:

What problems did it cause you?

What did you do to control it?

How did you feel about this health problem?”

- health problems (or health issues): vấn đề sức khỏe

- health risk: mối nguy hại cho sức khỏe

- poor health: sức khỏe kém

- unhealthy: không tốt cho sức khỏe

- health care: chăm sóc sức khỏe

● The students visited the Fliprid group to verify their task

● The students looked at the useful vocabulary, expressions and took note their questions

- good health: sức khỏe tốt

- healthy lifestyle: lối sống lành mạnh

- health care: chăm sóc sức khỏe

- health education: giáo dục về sức khỏe

- health-conscious: có ý thức về sức khỏe

- health benefit: lợi ích sức khỏe

- mental health: sức khỏe tinh thần

- to regain your health: hồi phục sức khỏe

- on a regular basis: một cách thường xuyên

- to hit the gym: đến phòng tập gym

- to maintain positive thinking: giữ vững những suy nghĩ tích cực

- to be under the weather: cảm thấy không khỏe

- back on your feet: hồi phục sau chấn thương hoặc bệnh

- to make a speedy recovery: hồi phục nhanh chóng sau chấn thương hoặc bệnh

- prevention is better than cure: phòng bệnh hơn chữa bệnh

- standards of living: mức sống

● Teacher answer and explain students' question about the assignment questions, useful languages, grammar and evaluation rubric

● The students asked question to grasp clear understanding of the questions, useful languages, grammar and evaluation rubric

SPSS ANALYSIS OUTPUTS

APPENDIX J DESCRIPTION OF CODES FOR THE QUALITATIVE DATA

Code for classifications of Clusters

“Confident Reduce stress Less nervous”

Practice at my own speed

Answer some difficult questions More ideas to express

Mitigates fear of making mistakes

“I believe that using Flipgrid has helped me build confidence in public speaking; I feel less nervous after a few practice sessions.” (S31CA)

“I found it difficult to answer some difficult questions when I was individually required by the teachers, but when the entire class was required to share their responses, I was able to gain insight into my classmates' viewpoints and opinions on the subjects, which provided me with more ideas to express.” (S37TA)

“When I make mistakes in speaking English, I worry about peer criticism Using Flipgrid to study English mitigates my fear of making mistakes

Perceived Ease of Use = PE

Simple to get used to Simple to use Have no difficulty using Flipgrid Easy to operate All features are clearly displayed

Motivating Expanding vocabulary Enough ideas Innovative More speaking practice

Reflective learning Independent and helps me identify and analyze them to avoid repeating them in future speaking practises.” (S21NE)

“ The application is quite simple to get used to and use, I had no difficulty using Flipgrid during the learning process To log in and begin using Flipgrid, all I need is an email or Facebook account and a smartphone.” (S9EU)

‘ My vocabulary has expanded as a result of using Flipgrid; it allows me to spend more time at home recording videos, allowing me to explore further English words to express thoughts and ideas.’

“Flipgrid fosters an interesting, dynamic, and student-centered learning environment that motivates me to speak English.” (S28SR)