Sáng kiến kinh nghiệm Using-App fripgrid to maximize the effectiveness of the project lessons for 10th grade students

 3.3 Findings. .................................................................................................... 26 
 3.3.1. The post test for experimental class and control class. ..................... 26 
 3.4 Results and discussion. ............................................................................. 26 
 2. The pre-questionnaire and the post-questionnaire for 
 students’motivation ........................................................................................ 26 
 a) Students’ interest towards project lesson before and after the application 26 
 b) Students’ preference in English classes before and after the application ... 27 
 c) Students’ opinion about project lessons before and after the application .. 28 
 3. The pre- questionnaire and post-questionnaire for students’ 
 participation .................................................................................................... 29 
 a) Students’ enjoyment in English lessons before and after application ......... 29 
 b) Students ‘active participation in English project lessons before and after 
 application ........................................................................................................ 30 
 3.5 Surveying the urgentity and feasibility of proposed solutions ............. 31 
PART C. CONCLUSION ..................................................................................... 34 
 I. Summary ......................................................................................................... 34 
 II. Limitation ...................................................................................................... 35 
 III. recommendation .......................................................................................... 36 
 1.Teachers........................................................................................................ 36 
 2. Students ....................................................................................................... 37 
 IV. References .................................................................................................... 37 
 V. Appendix ........................................................................................................ 38 
 Samples of applying flipgrid .......................................................................... 43 
 2 
 While fostering classroom community and student-to-student relationships can be 
difficult through a screen, Flipgrid helps bridge this gap. 
2. engagement and motivation increase 
Flipgrid is great for blended and personalize learning and increasing student 
engagement and motivation. Using English through conversation patterns as well as 
traditional exercises will not interest students. Using the app "Flipgrid" will make 
students more interested when they can use the tools on the app to make videos. 
Students can discuss questions and topics on it without being limited in space or 
time. 
III. The scope of the study 
With the aim of maximizing the effectiveness of project lessons for 10th grade 
students at Thanh Chuong 1 high school, a survey was conducted to collect the 
needed data from the learners. 88 students of 2 classes from Thanh chuong 1 high 
school in Nghe An province were involved in this study. 
IV. The methodologies 
-The study used the pre and post tests to analyze the data, and verify the 
results of using -App Fripgrid to maximize the effectiveness of the project lessons 
for 10th grade students. 
- Questionaires are used to survey students’ motivation and participation before 
and after using flipgrid app. 
PART B. CONTENT 
I. Theorical background 
1. Definition of project based learning 
The Project-based learning has been part of the educational practice approximately 
at the beginning of the 1980s and it was greatly influenced by the communicative 
approach. Nowadays, as an appropriate and effective method, it is widely used in 
the teaching of English as a foreign language. 
The history of PBL can be traced back to the progressive tradition advocated by John 
Dewey. Dewey insisted on the idea of “learning by doing”. He argued that the 
classroom should be a kind of society and the students should be encouraged to 
become the center in the learning process. 
Legutke and Thomas (1991) define project work as a learner and task-centered mode 
of teaching and learning which results from a joint process of discussion between all 
participants. 
Project is an extended task which usually integrates language skills through a 
number of activities (Hedge, 1993) . It involves a number of features: the use of 
authentic English language materials, an emphasis on integrity and student-centered 
activities, the importance of students’ participation and the use of different skills. It 
 2 
 The purpose of this study is to evaluate the efficacy of utilizing 'Flipgrid,' a PC and 
mobile device video recording and social media application, as a means of practice 
in an English communication class. The present small-scale study was conducted at 
a Thanh Chuong high school in. The practical implications of this study inform on 
innovative ways to improve communicative English engagement in higher learning 
education. In this case, student presentation videos and online video discussion tasks 
were recorded using the Flipgrid application on student smartphones. The data 
collection methods consisted of teacher observations, video data and student 
responses recorded via a questionnaire. 
2.2. The benifits of using Flipgrid in project lessons 
Ever since its launch in 2014, Flipgrid has quickly become a widely used tool by 
teachers and students worldwide, and for a good reason. By integrating such a fun 
and exciting platform in their classroom, teachers expose their students to new ways 
of learning and interacting in class. Here are some of the benefits of using Flipgrid 
in the classroom: 
a) Enhancing students’ participation 
Students interact with one another through Flipgrid by using videos as their primary 
tool. The app allows students to record their responses as many times as they need, 
and when they feel comfortable with one version of their response, post it. They 
have more time and space to give their take on a discussion after using sufficient 
time and space to record their answer. Therefore, students can interact with the class, 
and while others can still see and hear them, the pressure of being there living in the 
classroom is gone. 
b) Boosting students’ creativity and motivation 
Secondly, using video recordings, texts, emojis, stickers, and other features on 
Flipgrid is always more than welcome for students who are growing up using 
technology and social media in their everyday lives. Videos make the learning 
process more attractive and give already engaged student opportunities to be more 
creative and, to the more reserved ones, the opportunity to express themselves. 
Ultimately students will focus all their energy and attention on learning through 
participation instead of being anxious. 
c) Creating deeper learning opportunities 
Lastly, but perhaps most importantly, Flipgrid eliminates the anxiety and stress 
associated with participating in a class discussion and gives students a chance to be 
more engaged. For example, instead of reading a textbook and becoming acquainted 
with a new culture, students in one country can interact with students worldwide and 
get the information they need firsthand. By constantly participating and contributing 
to class discussions, they have a hands-on, more profound learning experience – thus 
increasing information retention. 
 4 
 Pre- and Post-test Evaluation Rubric 
 Student :____________________________ Pre-test □ Post-test □ 
 Criteria Points 
 Fluency 
 5. The speaker speaks confidently and naturally with no distracting hesitations. Ideas 
 flow smoothly. 
 3. The speaker hesitates several times, but generally seems to know the desired 5 
 words, even if it is necessary to think about them a bit. 
 1. The speaker has many hesitations and great difficulty remembering or selecting 
 words. 
 Pronunciation 
 5. Pronunciation is accurate, with correct inflections, numbers of syllables and other 
 correct nuances of pronunciation. 
 3. Pronunciation is satisfactory. However, words sometimes have incorrect 5 
 inflections or are otherwise sometimes hard to understand. 
 1. Pronunciation is very hard or impossible to understand by a native speaker. 
 Grammar 
 5. The speaker speaks with no more incorrect grammar than a native speaker 
 would. 
 3. The speaker occasionally uses inappropriate verb tenses and/or incorrectly uses 
 parts of speech, however the speaker has the ability to correct grammar without 5 
 prompts. 
 1. The speaker makes frequent use of inappropriate verb tenses and/or incorrectly 
 constructs sentences or uses parts of speech. 
 Vocabulary 
 5. Vocabulary is sufficient to be understood in most settings and words are used 
 with their correct meaning. 
 3. Vocabulary is moderate, although the speaker sometimes needs help identifying 5 
 the correct words. There are only occasional problems with correct meanings of 
 words. 
 1. Vocabulary is very limited and/or incorrect words are often used. 
2.1. The pre test for experimental class and control class 
The differences in students' pre-test scores between the experimental and the control 
classes before applying flipgrid. 
 Means S. D. 
 Test Df T Sig 
 Ctrl. C. Exp. C. Ctrl. C. Exp. C. 
 Pre-test 5.50 5.03 1.52 1.30 58 1.56 0.125 
 6 
 3 I prefer to spend 12 16 10 6 
 more time in 27.27% 22.73% 
 English class than 36.36% 13.64% 
 other classes. 
 4 I think I can 14 13 12 5 
 improve my English 38.82% 27.27% 
 29.55% 13.36% 
 5 I feel more 16 12 10 6 
 confident to use 22.73% 
 English 36.36% 27.27% 13.64% 
 6 I think my English 8 10 13 13 
 class is interesting 18.18% 29.545% 
 22.73% 29.545% 
 7 I like to speak 10 10 16 8 
 English with my 22.73% 
 friends in project 22.73% 36.36% 18.18% 
 lessons 
b) The post- questionnaire for students’ motivation 
Table 2. The number of students choosing options in the questionnaire part 
 Students’ motivation toward learning English by using Flipgrid 
 Number Statement Strongly Disagree Agree Strongly 
 Disagree Agree 
 1 I enjoy learning 0 0 14 30 
 English using 
 Flipgrid. 0% 0% 31.82% 68.18% 
 2 I am interested in 0 1 13 30 
 learning English at 
 school 0% 2.27% 29.55% 68.18% 
 8 
 2 I am interested 7 10 21 6 
 in learning 
 English at 15.91% 22.73% 47.73% 13.64% 
 school 
 3 I prefer to spend 12 15 11 6 
 more time in 
 English class 27.27% 34.09% 25% 13.64% 
 than other 
 classes. 
 4 I feel more 16 12 10 6 
 confident to use 
 English 36.36% 27.27% 22.73% 13.64% 
 5 I always attend 10 12 12 10 
 English project 
 lessons actively 22.73% 27.27% 27.27% 22.73% 
d) The Post- questionnaire for students’ active participation 
Table 4 The number of students choosing options in the Post-questionnaire part 
Students’ active participation toward learning English after using Flipgrid 
 Number Statement Strongly Disagree Agree Strongly 
 Disagree Agree 
 1 I enjoy 0 1 22 21 
 speaking 
 0% 2.27% 50% 47.73% 
 English using 
 Flipgrid 
 2 I am interested 0 1 21 22 
 in learning 
 English at 0% 2.27% 47.73% 50% 
 school 
 3 I prefer to 1 18 23 
 2 
 spend more 
 2.27% 40.91% 52.27% 
 time in English 4.55% 
 10