TikTok/Flipgrid for Foreign Language Learning in Higher Education: A Case Study

Authors

DOI:

https://doi.org/10.17533/udea.ikala.353501

Keywords:

Higher education, language learning, video recordings, TikTok, FlipGrid, speaking

Abstract

The interweaving of in-person and online teaching at the university level requires the implementation of new resources that allow the coexistence of these two forms of education. To that end, we addressed the incorporation of TikTok and FlipGrid at the university for speaking practice in the foreign language classroom. We compared the results of this teaching experience in three courses, in two foreign languages, English B2 and Italian A2, in engineering degrees. The methodological design of this research comprised a classroom intervention, an analysis through surveys, and feedback sessions. The results indicate that the use of short videos for speaking practice is motivating and enriching in all the study groups and in both languages, although the participants do not consider the use of TikTok appropriate at university. In FlipGrid, on the other hand, there have been no doubts about its suitability for academic purposes. Besides, the comparison between languages, and therefore levels, indicates that Italian A2 learners view TikTok with a more positive attitude than those of English B2. Our findings bring to the fore the potential of short video recording and the need to link the academic and social contexts for a more well-rounded educational experience.

|Abstract
= 259 veces | PDF
= 189 veces| | EPUB
= 6 veces|

Downloads

Download data is not yet available.

Author Biographies

Carmen Pérez-Sabater, Universitat Politècnica de València, Spain

Associate Professor, Department of Applied Linguistics, Universitat Politècnica de València, Spain

Enrique Cerezo-Herrero, Universidad de Valencia

Assistant Professor, Universitat Politècnica de València, Spain.

Inmaculada Barbasán Ortuño, Universitat Politècnica de València

Lecturer, Universitat Politècnica de València, Spain.

References

Adedoyin, O. B., & Soykan, E. (2023). covid-19 pandemic and online learning: the challenges and opportunities. Interactive learning environments, 31(2), 863–875.

Albino, G. (2017). Improving Speaking fluency in a task-based language teaching approach: The case of efl learners at puniv-Cazenga. sage Open, 7(2). https://doi.org/10.1177/2158244017691077

Antenos-Conforti, E. (2009). Microblogging on Twitter: social networking in intermediate Italian classes. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning. (Calico Monograph Series, No. 9) (pp. 59–90). calico Publications.

Baladrón Pazos, A. J., Correyero Ruiz, B., & Manchado Pérez, B. (2020). La transformación digital de la docencia universitaria en comunicación durante la crisis de la covid-19 en España: una aproximación desde la perspectiva del alumnado. Revista Latina de Comunicación Social, 78, 265–287. https://doi.org/10.4185/RLCS-2020-14777

Ballesteros Herencia, C. A. (2020). La propagación digital del coronavirus: Midiendo el engagement del entretenimiento en la red social emergente TikTok. Revista española de comunicación en salud, suplemento 1, 171–185. https://e-revistas.uc3m.es/index.php/RECS/article/view/5459

Bartlett, M. (2018). Using Flipgrid to increase students’ connectedness in an online class. eLearn, 12. https://dl.acm.org/doi/abs/10.1145/3302261.3236703

Barrot, J. S. (2021). Social media as a language learning environment: a systematic review of the literature (2008-2019). Computer Assisted Language Learning, 1–29. https://doi.org/10.1080/09588221.2021.1883673

Bayhon Aranego, R. (2020). Reducing students’ affective filter in spoken English through exposure to TikTok challenge. Psychology and Education Journal, 57(9), 6444–6449. https://doi.org/10.17762/pae.v57i9.3055

Bohlke, D. (2014). Fluency-oriented second language teaching. In M. Celce-Murcia, D. M. Brinton & M. A. Snow (Eds.). Teaching English as a Second or Foreign Language (pp. 121–135). National Geographic Learning.

Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt (Eds.). Language and communication (pp. 2–-27). Longman.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.

Council of Europe (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion volume. Council of Europe Publishing.

DataReportal (2023). Digital 2023: Global overview report. https://datareportal.com/reports/digital-2023-global-overview-report

Dhawan, S. (2020). Online learning: A panacea in the time of covid-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Doiz, A., Costa, F., Lasagabaster, D., & Mariotti, C. (2019). Linguistic demands and language assistance in emi courses. What is the stance of Italian and Spanish undergraduates? Lingue e Linguaggi, 33, 69–85.

Espejel, O., Concheiro, P., & Pujolà, J. T. (2022). TikTok en la enseñanza de español le/l2: telecolaboración y competencia digital. Journal of Spanish Language Teaching, 9(1), 19–35.

García-Ponce, E. E., Lengeling, M. M., Mora-Pablo, I., & Canoway Arroyo, L. M. (2023). Use of WhatsApp as a platform to promote English oral fluency and accuracy: A task repetition approach. Íkala, Revista de Lenguaje y Cultura, 28(1), 69–85.

Goh, C. (2007). Teaching speaking in the language classroom. seameo Regional Language Centre.

Göktürk, N. (2016). Examining the effectiveness of digital video recordings on oral performance of efl learners. Teaching English with Technology, 16(2), 71–96.

González-Lloret, M. (2021). L2 pragmatics and call. Language Learning & Technology, 25(3), 90–105.

González-Lloret, M., Canals, L., & Pineda Hoyos, J. E. (2021) (Eds.). Special issue: The role of technology in language teaching and learning amid the crisis generated by the covid-19 pandemic. Íkala, Revista de Lenguaje y Cultura, 22(3). https://revistas.udea.edu.co/index.php/ikala/issue/view/3856

González-Lloret, M., & Rock, K. (2022). Tasks in technology-mediated contexts. In N. Ziegler & M. González-Lloret (Eds.), The Routledge handbook of second language acquisition and technology (pp. 36–49). Routledge.

Gromik, N. A. (2012). Cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58(1), 223–230. https://doi.org/10.1016/j.compedu.2011.06.013

Hafner, C. A., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 68–86.

Hafner, C. A., & Miller, L. (2021). Language learning with technology in the classroom. In L. Miller & J. G. Wu (Eds.). Language learning with technology (pp. 13–30). Springer.

Herlisya, D., & Wiratno, P. (2022). Having good speaking English through Tik Tok application. Journal Corner of Education, Linguistics, and Literature, 1(3), 191–198.

Hogle, J. G. (1996). Considering games as cognitive tools: In search of effective “edutainment”. eric Clearinghouse. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.114.1185&rep=rep1&type=pdf

Hubbard, P. (2022). Bridging the gap between theory and practice: Technology and teacher education. In N. Ziegler & M. González-Lloret (Eds.), The Routledge handbook of second language acquisition and technology (pp. 21–35). Routledge.

Ibáñez, J. (2015), Cómo se realiza una investigación mediante grupos de discusión. In J. García Ferrando, J. Ibáñez & F. Alvira (Eds.), El análisis de la realidad social: Métodos y técnicas de investigación (pp. 418–434; 4th Ed.). Alianza Editorial.

Ikhsanudin, I., & Ali Purwoko, D. S. (2022). Developing online speaking activities via TikTok: project-based learning. International Journal of Practices in Teaching and Learning (ijptl), 2(1). https://ir.uitm.edu.my/id/eprint/76271/1/76271.pdf

Khan, S. (2010). Strategies and spoken production on three oral communication tasks: A study of high and low proficiency efl learners. [Doctoral dissertation]. Universidad Autónoma de Barcelona, Barcelona, Spain. http://www.tdx.cat/bitstream/handle/10803/32083/sk1de1.pdf?sequence=1

Lazaraton, A. (2014). Second language speaking. In M. Celce-Murcia, D. M. Brinton & M. A. Snow (Eds.), Teaching English as a second or foreign language (pp. 106–120). National Geographic Learning.

Locher, M. A., Bolander, B., & Höhn, N. (2015). Introducing relational work in Facebook and discussion boards. Pragmatics, 25(1), 1–21. https://doi.org/10.1075/prag.25.1.01loc

Malihah, N. (2010). The effectiveness of speaking instruction through task-based language teaching. Register, 3(1), 85–101.

Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44. https://doi.org/10.1016/j.iheduc.2019.100707

Mango, O. (2019). Students’ perceptions and attitudes toward the use of Flipgrid in the language classroom. In Society for Information Technology & Teacher Education International Conference (pp. 1970–1973). Association for the Advancement of Computing in Education (aace). https://www.learntechlib.org/primary/p/207916/

Mas García, X. (2020). Las 7 tendencias educativas para la nueva era. The Conversation ES, 20 November 2020. https://theconversation.com/las-7-tendencias-educativas-para-la-nueva-era-149489

McLain, T. (2018). Integration of the video response app FlipGrid in the business writing classroom. International Journal of Educational Technology and Learning, 4(2), 68–75. https://doi.org/10.20448/2003.42.68.75

Moreno-Guerrero, A. J., Soler-Costa, R., Marín-Marín, J. A., & López-Belmonte, J. (2021). Flipped learning and good teaching practices in secondary education. Comunicar, 29(68), 107–117. https://doi.org/10.3916/C68-2021-09

Newton, J. J. (2018). Speaking in a second language. In J. M. Newton, D. R. Ferris, C. C. M. Goh, W. Grabe, F. L. Stoller & L. Vandergrift (Eds.), Teaching English to second language learners in academic contexts. reading, writing, listening, and speaking. Routledge.

Okan, Z. (2003). Edutainment: Is learning at risk? British journal of educational technology, 34(3), 255–264. https://doi.org/10.1111/1467-8535.00325

Ortega Cebreros, A. M. (2003). Measuring language anxiety perceived by Spanish university students of English. Bells: Barcelona English language and literature studies, 12. https://raco.cat/index.php/Bells/article/view/82928

Pakula, H. M. (2019). Teaching speaking. Apples – Journal of Applied Language Studies, 13(1), 95–111.

Pérez-Sabater, C., & Montero-Fleta, B. (2015). esp vocabulary and social networking: The case of Twitter. Ibérica, 29, 129–154.

Pratiwi, A. E., Ufairah, N. N., & Sopiah, R. S. (2021). Utilizing TikTok application as media for learning English pronunciation. In i International Conference on Education of Suryakancana (IConnects Proceedings). https://iconnects.unsur.ac.id/past-conference/1st-iconnects-conference

Richards, J. (2008). Moving beyond the plateau: From intermediate to advanced levels in language learning. Cambridge University Press.

Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52(1), 1–39. https://doi.org/10.1017/S0261444818000356

Rodríguez Medina, A. E., Martínez Cerqueda, D., & Balbuena Ortega, M. P. (2023). TikTok para la enseñanza y aprendizaje de lenguas en educación superior: percepciones de profesores mexicanos. Revista Paraguaya de Educación a Distancia (reped), 4(1), 46–59.

Rosón Jiménez, M., & Losada Iglesias, D. (2020). Microblogging educativo en el aprendizaje de idiomas: una revisión sistematizada de las investigaciones publicadas entre 2010 y 2018. Pixel-Bit: Revista de Medios y Educación, 57, 231–251. https://doi.org/10.12795/pixelbit.2019.i57.10

Yang, H. (2020). Secondary-school students’ perspectives of utilizing Tik Tok for English learning in and beyond the efl classroom. In 2020 3rd International Conference on Education Technology and Social Science —etss 2020— (pp. 163–183). https://doi.org/10.23977/ETSS2020030

Zaitun, Z., Hadi, M. S., & Indriani, E. D. (2021). TikTok as a media to enhancing the speaking skills of efl students. Jurnal Studi Guru dan Pembelajaran, 4(1), 89–94.

Ziegler, N., & González-Lloret, M. (Eds.). (2022). The Routledge handbook of second language acquisition and technology. Routledge.

Downloads

Published

2023-12-05

How to Cite

Pérez-Sabater, C., Cerezo-Herrero, E., & Barbasán Ortuño, I. (2023). TikTok/Flipgrid for Foreign Language Learning in Higher Education: A Case Study. Íkala, Revista De Lenguaje Y Cultura, 29(1), 1–19. https://doi.org/10.17533/udea.ikala.353501