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Globalisation has created an urgent need for individuals to communicate across cultures, making oral
communication a vital component of foreign language learning. This study investigates how Flipgrid, a video-
based discussion platform, can enhance oral output and communicative competence among students learning
Chinese as a foreign language. Using a qualitative case study design, data were collected through classroom
observations, analysis of students’ oral outputs, and semi-structured interviews. The participants were
purposively selected from among high-performing students enrolled in a Level 2 Mandarin course (TMC151).
The findings revealed that Flipgrid provided learners with an interactive and flexible platform that fostered
communication, collaboration, and reflection. Students expressed increased motivation, confidence, and
willingness to communicate in Chinese, perceiving Flipgrid as a meaningful tool for practising oral skills beyond
the traditional classroom. The study also found that the platform’s asynchronous nature enabled students to self-
monitor their progress and engage in self-paced learning. However, while Flipgrid enhanced opportunities for
peer interaction, limited contact with native speakers restricted the authenticity of the communicative experience.
Overall, the integration of Flipgrid successfully bridged the gap between formal and informal learning
environments, supporting constructivist and communicative language learning principles. The study concludes
that incorporating digital platforms like Flipgrid can effectively promote intrinsic motivation, improve oral
fluency, and provide learners with authentic opportunities for language use. Future research should explore how
technology-mediated communication can be enriched through cross-cultural collaboration and longitudinal
tracking of oral skill development.
flipgrid, oral communication, foreign language learning, constructivist learning, motivation
Globalisation has increased the need for us to speak a common language. The overwhelming growth of Chinese
use in different countries and the possibility of online use of the language have allowed by the need to
communicate in Chinese with Chinese speakers from other countries that speak Chinese, creating a new learning
context for oral output. For foreign language learning, communication in the foreign language learned is very
essential (Postigo-Fuentes & Fernández Navas, 2020). Instructor must find way to create oral output opportunities
for their students. Creating and providing casual online conversations for the students should not be ignored and
neglected for foreign language learning (Salomonsson, 2020). In this case study, qualitative analysis was
conducted to identify how the process of oral out and communication occur through a qualitative research design.
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Interaction strategy instruction for communication brings about learner engagement (Dao, 2020). Learners who
are provided with oral output opportunities will find that learning a foreign language worth the efforts of learning.
The students do not intend to be silent learners of the language they are learning especially the brilliant one.
To gain learners' attention to learning process, reflective learning practices for oral output should be implemented
(Dao et al., 2020). Students may reflect on how well they have used the foreign language learned for
communication. When they found out that they have using the language they are learning, the motivation in
learning will be heightened.
The conversation opportunities can be in face-to-face or online contexts (Loewen & Wolff, 2016). To cater for
oral output opportunities in online mode, instructional technologies must be utilized, such as WhatsApp for
communication (Hashim et al., 2018), mobile applications (Kim et al., 2019) and use of chatbot (Deshmukh et
al., 2019). Each of the applications carries its own strength and weakness. The purpose of use will determine the
selection of the utilization of a certain application. For instance, in monitoring the use in more structured manner,
WhatsApp can be not so suitable. Language competence is another consideration. Conversational chatbot can be
more suitable for learners with higher commands of the language but not be beneficial to zero starting new
learners of foreign language.
To open conservation opportunity, another way is by using Flipgrid. Flipgrid allows short conversations to be
carried out in an anxiety free environment (Hashim et al., 2019). Students can produce 3-minute speaking video
and get responses from learners all over the world. It is believed that by practicing of speaking using Flipgrid can
be an innovation will be able to be one of the antidotes in combatting the issue of speaking anxiety among
learners. Flipgrid works as a communication platform, showcasing student artifacts, introductions, and critiques.
The Flipgrid videos overall show whether communication skills were developed in a connected learning setting
and if the videos thoroughly engaged the students. (Johnson et al., 2018). Enmeshing technology and the
creativity with artistic pedagogical technologies can be utilized as building blocks for speaking skills
development (Janzen et al., 2017).
As reminded by Ghazali et al. (2020), understanding second language anxiety is very vital for oral production
among those foreign language learners. It is when they are in lesser anxiety states, only than they will free safe
to express themselves in the new language that they are learning.
In sum, it is the intention of foreign language instructors to see the speaking progress of their students that make
foreign language instruction more meaningful (Yeh & Lai, 2019). Producing students that are capable and
competent to speak inside and outside of the language classroom should be given ample of attention and efforts.
For this study, three primary methods were employed—observations, analysis of oral output during online
discussions using Flipgrid, and semi-structured interviews with the students. These methods were triangulated to
assess the participants’ communicative skills and to obtain a holistic understanding of their oral language
development process.
The respondents were purposively selected from among students who had demonstrated good performance in
both the listening and writing tests of the Level 2 Mandarin course (TMC151). This selection ensured that the
participants possessed sufficient language foundation to engage meaningfully in oral communication tasks.
Flipgrid was selected as the platform for oral output in this study because it allows instructors to trace, monitor,
and review students’ communication effectively in an asynchronous yet interactive environment. The traceability
and accessibility features of Flipgrid—such as video submissions, peer comments, and playback functions—
make it an ideal tool for analysing students’ oral production and interactional behaviour.
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Before data collection, students were trained on how to use the Flipgrid application, including recording,
uploading videos, and responding to peers’ posts. Throughout the study, they were required to complete oral tasks
corresponding to the topics in their textbook chapters. Each topic was supported by guiding questions designed
to stimulate meaningful conversation and authentic communication in Chinese.
Students were encouraged to express their opinions, describe experiences, and respond to peers’ questions,
fostering both autonomous learning and peer interaction. The instructor’s role was mainly as a facilitator,
monitoring discussions and providing feedback where necessary.
The figures below illustrate how students used Flipgrid as a platform for oral interaction, recording their own
video responses, engaging in peer discussions, and responding to the oral questions posted by their classmates
according to the assigned chapters.
Students doing their own
video recording
Students having conversation
with each other
Students tried to answer all the oral
questions posted by their peers according to
the chapters
Fig. 1 Using Flipgrid for oral output
For observations, analysis of the oral output during online discussions using Flipgrid, and interviews with the
students were conducted as part of the assessment of their communicative skills. The purpose of these activities
was to examine the learners’ interactional behaviour, oral fluency, and reflective understanding of the learning
process. Figure 2 below summarises the major methods and activities carried out during the data collection stage.
The investigation combined three main methods—observations, analysis of oral output, and interviews—
implemented systematically to ensure triangulation and validity of findings. Observations were conducted with
selected high-performing students across four classes, allowing the researcher to examine how learners interacted
and communicated in authentic learning situations. The analysis of oral output focused on the themes of six
discussion chapters, each containing six guiding questions, while the interview sessions captured students’
reflective insights regarding their motivation, awareness of learning, and perceptions of using Flipgrid as a
language learning tool.
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Through this process, patterns of interaction, peer feedback, and language performance were examined both
quantitatively (in terms of participation and response frequency) and qualitatively (in terms of content, meaning
construction, and intercultural awareness).
The comprehensive data collection illustrated in Figure 2 provided a rich corpus of evidence for analysing the
relationship between instructional technology (Flipgrid) and oral communicative competence. The triangulation
between observation, online oral activities, and interviews strengthened the validity of the findings by offering
multiple perspectives on the learners’ experiences and perceptions.
Fig. 2 Activities conducted
Based on the objectives and research questions, the investigation process focused on several key themes that
emerged from the observations, oral output analyses, and interviews. These themes provided the framework for
analysing students’ learning experiences, their motivation to engage in oral communication, and their perception
of the Flipgrid environment as a supplementary tool for language learning.
The areas of focus were divided into four major dimensions:
1. Learning and Oral Skill Development
2. Motivation
3. Communication
4. Comparison between Flipgrid and Formal Classroom Learning.
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Each of these dimensions was operationalised through a set of guiding questions used during semi-structured
interviews and reflections. These questions aimed to probe deeper into the learners’ awareness, engagement, and
perceived improvement in oral communication. Table 1 summarises the main areas of focus and sample questions
that guided the investigation process.
TABLE 1 THE FOCUSES OF INTEREST IN THE INVESTIGATION PROCESS
Category
Sample Interview Question
Learning and Oral Skill Development
1.
How do you perceive your learning and acquisition
of speaking skill after using this application?
2.
Are you aware of the relationship between the
use of this Flipgrid and the oral skill development?
Motivation
1.
Is there motivation for learning by using Flipgrid?
2.
Do students participate actively in discussion in
Flipgrid environment?
3.
Do you think there is a value of involvement in
Flipgrid discussions?
4.
Do you think you are able to develop your speaking
skill?
5.
How do you feel about Chinese learning before and
after using Flipgrid?
6.
Have the oral practices in Flipgrid motivated you
to continue to use Chinese in the future?
7.
Have the oral practices in Flipgrid motivated you
to continue to learn Chinese more vigorously in the
future?
Communication
1.
How much communication in Flipgrid is there
among the students?
2.
Do you interact well?
3.
Do you get responses from your peers?
4.
How is the communication taking place?
5.
Is it enjoyable?
6.
Do you enjoy the communication?
7.
What kind of vocabulary do you use?
8.
Do you have enough vocabulary to express
yourself?
9.
Do you think you have expressed rightly?
10. Do you think you are using the language you learn
in this classroom?
11. Do you think your peers can understand you well?
Comparison between Flipgrid and Formal
Classroom Setting
1. Do you find any differences?
2. Do you find this informal way of learning useful
for speaking practices?
3. Do you perceive that you speak more than you do
in your formal Chinese class?
4. Do you feel that this kind of learning is a good way for
you to practise what you have learned formally in the
classroom?
The first dimension examined how students perceived their acquisition of speaking skills and their awareness of
the relationship between Flipgrid use and oral skill development. The second dimension explored motivation—
how the use of Flipgrid encouraged active participation, self-confidence, and continuity in using Chinese beyond
classroom boundaries. The third dimension, communication, focused on the quality and depth of interactions
among peers, including their enjoyment, vocabulary range, and ability to express and understand messages.
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Finally, the fourth dimension compared students’ experiences in Flipgrid with traditional classroom learning,
identifying perceived benefits and differences in oral practice opportunities.
The identification of these thematic focuses — motivation, communication, and comparison between Flipgrid
and formal classroom learning — enabled the researcher to connect the empirical findings with the theoretical
framework of communicative and constructivist language learning. Through these dimensions, the study sought
to reveal how the integration of instructional technology, particularly Flipgrid, could foster students’ motivation,
enhance their communicative competence, and create meaningful bridges between formal and informal learning
contexts. These insights further highlight the pedagogical value of digital tools in promoting active, reflective,
and collaborative language learning experiences.
Considering the case study methodology employed in this research, the results and the related discussion are
presented together. The purpose of this study is to understand the learning processes of oral output among foreign
language learners within the Flipgrid environment. The results are organized thematically according to the
categories that emerged during the analysis process.
Throughout the learning process, as reflected in the research questions, students consistently acknowledged the
strong support provided by instructional technologies such as Flipgrid in enhancing their speaking skills.
Observations, video recordings, and interview transcripts revealed that learners perceived Flipgrid as an effective
medium to practice and apply the Chinese language beyond the traditional classroom. This demonstrates that
technology-mediated environments can increase the relevance and authenticity of language learning. As one
participant expressed:
“I strongly support the use of Flipgrid or any other technology that may allow me to use Chinese that I have
learned in my formal classroom. I believe if I can use Chinese in this application, I should be able to use Chinese
in the future in my daily life.”
Such reflections suggest that learners value the use value of language knowledge—the opportunity to employ the
language for real communication. This aligns with constructivist learning perspectives, where knowledge is
internalized through active, meaningful use rather than passive reception (Vygotsky, 1978; Piaget, 1985).
Students in formal classroom settings often lack sufficient opportunities to practice the target language orally,
especially when class sizes are large. The use of Flipgrid helped address this gap by providing a flexible platform
where learners could participate in speaking activities at their own time and pace. This flexibility contributed to
more consistent oral practice and self-expression, supporting positive speaking outcomes.
These results emphasize the importance of creating multiple opportunities for oral output—a key factor frequently
missing in conventional classroom instruction (Swain, 2000). Without the use of instructional technologies such
as Flipgrid, students’ chances to interact with peers in the target language would remain limited.
The platform thus “forces” learners to communicate in Chinese, encouraging authentic engagement and peer
interaction.
While Flipgrid enhanced students’ opportunities to speak Chinese, most of their communication occurred with
non-native peers. This limited exposure to native speakers reduced the authenticity of their communicative
experience. Several participants expressed disappointment regarding this limitation:
1. “Flipgrid is good, but the problem is I still talk in Chinese with my peers who are non-native speakers.”
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2. “I wish to talk in Chinese to native Chinese speakers.”
3. “When I tried to talk in Chinese to native Chinese speakers in my daily life, they often replied to me in
Malay or English as I am a Malay.”
4. “How disappointed I am that I can’t talk in Chinese to real Chinese speakers. Even if I met one, they don’t
seem to understand me.”
These reflections highlight the learners’ desire for genuine intercultural communication. The study suggests that
future implementations of Flipgrid or similar tools should include participation from native speakers—perhaps
as co-instructors or guest interlocutors—to create a more authentic linguistic environment. Language instruction
should not be limited to reception and controlled production within the classroom; rather, it should extend to
social contexts that encourage spontaneous and meaningful communication (Byram, 1997; Kramsch, 1998).
To understand the foreign language learning process, it is also necessary to explore learners’ metacognitive
awareness. Participants demonstrated an emerging self-awareness of their own language use and identity as
Chinese language learners. This awareness often occurred during moments of genuine communication, as
expressed in the following excerpt:
“I strongly realize that it is only when I am truly communicating in Chinese that I am aware I am a Chinese
learner. Hence, I feel the need to think in Chinese, try to express myself in Chinese, then I can say that I am
learning Chinese in a meaningful manner.”
This statement reflects an important shift from mechanical learning to conscious language engagement—an
indication of active metacognitive regulation in the process of speaking a foreign language. Learners’ awareness
of their cognitive and linguistic processes supports deeper learning and self-directed improvement (Anderson,
2002).
Closely related to metacognitive awareness is the intrinsic motivation that arises when learners perceive real
communicative value in the language they are learning. When knowledge has use value—that is, when it can be
applied in authentic contexts—it naturally promotes internal motivation. As Lancaster (2018) noted, language
learners are often driven by either instrumental motivation (to achieve a tangible goal such as passing an exam)
or intrinsic motivation (to communicate meaningfully with others). Sundqvist and Sylvén (2016) further
emphasized that intrinsic motivation fosters deeper, more sustained engagement with language learning.
The participants in this study expressed strong intrinsic motivation, valuing opportunities to speak and use
Chinese in real-life situations:
1. “Let me speak, that I may learn.”
2. “No talk, no learning.”
Such sentiments reinforce the understanding that language mastery develops through active use and interaction.
In this sense, the communicative and pluricultural affordances of platforms such as Flipgrid are not merely
technological enhancements but essential tools that give learners both purpose and motivation in their language
learning journey.
Overall, the results indicate that instructional technologies such as Flipgrid can significantly enhance learners’
oral output by creating an interactive, flexible, and supportive environment. The themes that emerged—
technological support, communicative opportunity, metacognitive awareness, and intrinsic motivation—
collectively demonstrate how digital platforms can transform the foreign language learning experience. However,
the findings also reveal that without authentic communicative contexts involving native speakers, oral proficiency
may remain limited to peer-based interactions.
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These findings suggest that future instructional designs should integrate native speaker participation and
crosscultural interaction within digital learning spaces. Additionally, educators should emphasize meaningful
communication and learner autonomy to sustain motivation and develop real-world speaking competence.
Ultimately, the incorporation of technology like Flipgrid should not replace, but rather expand, the
communicative space of the language classroom—bridging the gap between learning and authentic language use.
This study set out to examine how Flipgrid, as an instructional technology, could support the development of oral
communication skills among students learning Chinese as a foreign language. Through classroom observations,
oral output analyses, and interviews, the study revealed that the integration of Flipgrid into language learning
promotes learner autonomy, motivation, and reflective engagement. Students valued the opportunity to practise
speaking Chinese in a flexible, anxiety-reduced environment that allowed self-expression and peer interaction.
The findings highlight that while Flipgrid effectively provides space for oral practice and interaction, it also
exposes a limitation—the lack of authentic engagement with native speakers. Learners expressed a strong desire
to communicate beyond the classroom, underscoring the need for exposure to genuine intercultural exchanges to
enhance authenticity and fluency. Nevertheless, the use of Flipgrid helped bridge the gap between formal and
informal learning, creating a sense of community and promoting communicative competence through meaningful
interaction.
From a pedagogical perspective, the study affirms that instructional technologies such as Flipgrid are not mere
digital tools but valuable learning ecosystems that enable constructivist and communicative learning to occur in
authentic and student-centred ways. When thoughtfully integrated, they can nurture both linguistic confidence
and intrinsic motivation—key components in developing real communicative competence.
Future research should further explore how technology-mediated communication can be enriched by crosscultural
interaction, longitudinal tracking of oral proficiency growth, and comparative studies across different levels of
language learners. In doing so, educators can continue to refine technology-assisted pedagogies that not only
improve linguistic performance but also cultivate learners who are confident, reflective, and communicatively
competent in multilingual contexts.
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