Flip for Promoting English Language Learners' Productive Skills: Connectivist Practices in Kazakhstan

Tatyana Shelestova, Buketov Karaganda University
Aizhan Nabiyeva, Buketov Karaganda University
Anna Kalizhanova, Buketov Karaganda University
Daniyar Chuishbekov, Boston University 
Saltanat Turkenova, Buketov Karaganda University

 https://doi.org/10.9743/JEO.2024.21.4.5

Abstract

This article reports the results of an explorative, quantitative study designed to investigate the pedagogical potential of Flip (formerly Flipgrid) as a connectivist and transmedia tool for developing English language learners’ productive skills to provide a basis for their continued improvement. The study suggests that the connectivist practice via Flip provides significant effect on improving secondary school students’ productive skills. A total of 39 students, divided randomly into one experimental group and one control group, participated in the study during the eight-week curriculum involving an English course. Participants in the experimental group (n = 19) used Flip as a learning tool, whereas the control group participants (n = 20) followed the same curriculum without Flip. Pre- and posttests were used to compare the participants’ speaking and writing productions before and after the project. These tests were evaluated based on a comparison of their mean scores by SPSS (Statistical Package for the Social Sciences) software. We used Questionnaires to analyze the positive and negative aspects of Flip. An independent samples t-test revealed that the experimental group outperformed the control group and showed the potential of regular Flip narrative-based tasks for developing English language learners’ productive skills (p ≤ 0.05 = 0.039). Thus, Flip can be used by teachers and learners to improve speaking and writing, and thus overcome the limitations on time, practice, and feedback inherent in classroom-based courses.

Keywords: web apps, Mobile Assisted Language Learning (MALL), Flip, video discussion tool, productive skills, connectivism, narrative-based tasks, storytelling