Flipgrid Video Discussion Platform

Flipgrid is a Web 2.0 technology with a social learning platform that facilitates audio- video discussions (Figure 2.3). This platform has several affordances that can promote interaction, collaboration, feedback, and scaffolding, aspects theorized to be catalyst for L2 development.

Figure 2.4 Flipgrid social learning platform

[from website https://flipgrid.com/]

There are many affordances to the Flipgrid platform. As can be seen in Table 2.5, the affordances that Flipgrid offers allow teachers and learners to post audio-video messages and spark discussions beyond the classroom (Flipgrid, 2017; Karlin, 2016). This is particularly relevant to teaching and learning an L2 where it is expected that learners use the language for communicative functions in authentic and real situations.

Table 2.5 Description of technology affordances of Flipgrid

Affordance Description

Ease of use § Straightforward audio-video recording § No need to open a user account § Downloadable app for mobile device § Simple user-friendly layout and navigation § Direct student-student replies

Self-monitoring and assessment

§ Review recordings before posting § Unlimited recordings and re-recordings

Multimodal stimulus and personalization

§ Interaction, collaboration, and mutual feedback § Audio-video discussions

§ Emoticons and animated stickers § File and document attachments § Titles in individual recordings

Seamless integration § Flexible appsmash

§ Custom integration for Microsoft Teams and Canvas

Community of users § Interaction with other users in open or close communities § Flexible close community for classroom use

Ease of sharing, § Link or embed grids and QR codes § Download responses for later use § Embed responses into websites

Multimodal platform § Available on website and mobile devices (iOS, and Android) § Functional in all web browser

§ No need for plug-ins

Custom feedback § Use of custom rubrics

§ Individual audio-video feedback

Control and management

§ Timing

§ Active-Freeze grids

§ Analytics (views, use, notifications, links) § Educational access

2.6.2.1 Rationale for using Flipgrid. The affordances of Flipgrid, in particular ease of use, multimodality, personalization, self-assessment, and custom feedback, offer potential means to realize technology-mediated oral tasks, create opportunities to increase WTC, and enhance communicative performance. Ease of use can engage learners in oral interactions supported by video which enhances body language, facial expression, and paralinguistic cues, aspects that are absent in other forms of Web 2.0 such as text-chats and discussions, wikis, and blogs (Blake,

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2000; Lin, 2015; Lys, 2013; Rosell-Aguilar, 2007). Thus, the video support can foster a sense of presence facilitating comprehension, communication, and interaction in authentic synchronous- like ways, an aspect that is limited in podcasting where students need to download the audio or video files.

Further, the simple intuitive navigation, use, and layout can drive learners to focus on the language use rather than on troubleshooting technical problems (Liou, 2012; Zou et al., 2015), in particular when the tool is new to learners. Since computer-mediated communication is

hypothesized to increase WTC, Flipgrid can offer a viable option to foster not only WTC but also language production in personalized communication and unlimited audio-video re- recordings, leading to increase self-confidence in using the L2 and decrease levels of anxiety (Kissau et al., 2010; Lepore, 2014), aspects that commonly add pressure in face-to-face

conversations (Freiermuth & Jarrell, 2006). Flipgrid can be easily used to practice speaking skills through mini-speeches (Gerbensky-Kerber, 2017).

Multimodality is an affordance that can influence affective-cognitive factors in language development (Rosell-Aguilar, 2005). The multiple modes for language input and output provided in Flipgrid can engage learners in highly-demanding interactive tasks accessible at learners’ own time and pace, promoting oral participation, authentic language learning and use (Kent, 2017). Thus, Flipgrid can facilitate a communicative act where comprehension, production or

interaction with a focus on conveying meaning prevails rather than a focus on explicit grammar practice; a goal in pedagogical tasks (Nunan, 2004). It can also foster oral communicative performance and authentic communication, two of the main goals of TBLT. What makes Flipgrid more appealing to L2 instruction is not only its multimodality to combine audio and video, but it also takes L2 use beyond the classroom, offering “face time with faculty and

peers… necessary for students to feel included and integrated into the academic environment” (Allen, 2006, p. 123).

Further, the availability of Flipgrid in multiple devices can facilitate the frequency of communication ad interaction in the L2, a crucial aspect in WTC and actual use of the L2. Learners can record their audio-video postings from a computer or mobile device. The Flipgrid application can also allow personalization of postings by providing users to add titles to their discussions and use emoticons and animated images to increase engagement. These are particular interesting because learners can add meaning and enhance their communication and motivation to enhance paralinguistic cues. Finally, Flipgrid allows learners to self-assess their performance prior to posting the recordings, thus, facilitating a focus on the learning process.

As mentioned earlier, international posture is a factor that influences WTC and use of the L2. Flipgrid promotes building community of users, inside and outside the classroom. Flipgrid allows teachers and students to establish connections with other groups of users-learners and increase their community to share and communicate in the L2. Furthermore, Flipgrid can engage community of learners in discussing current events and foreign affairs, thus facilitating

intercultural awareness and sensitivity (Belz, 2003; Müller-Hartmann, 2000; O’Dowd, & Ritter, 2006; Ware, 2005; Yang & Chen, 2014). Additionally, through Flipgrid teachers can implement tasks that foster communication in communities for the five goal areas of the ACTFL World Readiness Standards.

A key aspect in language learning is feedback and scaffolding. Flipgrid offers the potential for peer-to-peer replies, and personalized audio-video feedback. Flipgrid allows users to post unlimited comments to peers, thus providing mutual feedback, an aspect highly valued by learners (Zou et al., 2015), and that can enhance self-confidence in L2 communication and

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performance. Additionally, teachers can personalize rubrics and send audio-video feedback to individual students. Feedback is a necessary strategy that can direct learners to focus on meaning and form, the key foundation of TBLT. Flipgrid can also promote positive attitudes towards peer-to-peer feedback (Ducate and Lomicka, 2009) in a an immediate synchronous-like way.

The Flipgrid tool is an ideal computer-mediated application that can engage learners in interactive tasks resembling meaningful real-life contexts. The audio-video interactions in Flipgrid can promote language communicative competence and increase learners’ WTC in the L2 more naturally, and within communities of learners. The affordances that Flipgrid offers align to the ACTFL pedagogical guidelines to assist learners in developing their ability to use the L2, that is developing their communicate competence and performance.