Abstract:

Enhancing the development of speaking skills in remote learning formats has become an essential feature of designing interactive learning both synchronously and asynchronously. With a plethora of digital apps and tools at hand, ESP teachers need to customise specific language skills acquisition in such a way as to engage students in paving autonomous learning paths, while also facilitating collaborative contexts of practice. The aim of this study is to analyze how the development of ESP speaking skills can be increased using Flipgrid as both asynchronous and collaborative digital tool, as well as how using multimodality and netiquette in Flipgrid-based learning can support the development of career-oriented skills. By embedding Flipgrid as a gamified sequence in ESP classes and by encouraging self- and peer-assessment using Flipgrid (spark a discussion, mixtape features), there are various affordances to consider in the design and practice of ESP speaking tasks. The current study also investigates how learners and teachers perceive the use of Flipgrid as speaking skills enhancement, from language learning empowerment, to generating ipsative assessment and collaborative portfolio design.

Keywords:

Speaking skills, collaborative learning, autonomous learning, multimodality.