Abstract:

In the 21st century, the rapid development of digital technologies and educational policies have driven changes in pedagogical practices. On the other hand, the globalization of society and learning itself has increased the need to know how to communicate in English.

Several studies have shown that digital technologies are important tools for building meaningful knowledge, increasing motivation, and developing students' autonomy (Berdugo-Torres, 2011; Couvaneiro, 2020). Their proper use can be continuously explored and encouraged, seeking to fill some learning gaps, particularly in the development of speaking in a foreign language.

A change in school practice is necessary, with the adoption of interactive and motivating methodologies that contribute to the construction of knowledge in a collaborative and autonomous way.

Some research has tried to investigate the contributions of the online digital technology, named Flip tool, to language learning and oral development, especially at a higher education level (Concheiro et al., 2021; Green & Green, 2018; Stoszkowski et al., 2020). However, no current studies were found at the basic education and secondary school levels. The current research aims to contribute to the study and evaluation of the impact of the Flip tool on 3rd cycle of basic education students’ learning. The study was developed with a class of 8th grade students as participants. It sought to investigate how this technology can contribute, in this age group, to the motivation of students and build significant moments of orality development, both individually and collaboratively, leading to more active and meaningful learning moments.

The study leads to the conclusion that this technology has potentialities to facilitate the development of English speaking, in an autonomous and collaborative way, providing the continuous development of active learning methodologies. However, it was also possible to detect some constraints that could be overcome thanks to the potentialities of the tool.

References:
[1] Berdugo-Torres, M. (2011). Integración de tecnologías multimedia en la enseñananza de lenguas. Lenguaje, 28, 84–107. http://bibliotecadigital.univalle.edu.co/handle/10893/2706
[2] Concheiro, P., Espejel, O., & Pujolà, J.-T. (2021). Flipgrid : una vídeo app para el intercambio virtual, la propincuidad y el aprendizaje de lenguas. Revista Do Centro de Ciências Da Educação, 39(1), 1–17.
[3] Couvaneiro, S. (2020). Aprendizagem da Língua Inglesa com tecnologias móveis: motivação, produção oral e competência digital. Universidade de Lisboa.
[4] Green, T., & Green, J. (2018). Flipgrid: Adding Voice and Video to Online Discussions. TechTrends, 62(1), 128–130. https://doi.org/10.1007/s11528-017-0241-x
[5] Stoszkowski, J., Hodgkinson, A., & Collins, D. (2020). Using Flipgrid to improve reflection: a collaborative online approach to coach development. In Physical Education and Sport Pedagogy (pp. 1–12). https://doi.org/10.1080/17408989.2020.1789575

Keywords:

Flip Tool, Speaking, Autonomy, Collaboration, Motivation.