Teaching Practice Report

Utilizing Flip to Boost Class Cohesion

Jon Mahoney

Abstract
The aim of this study was to investigate the impact of using the website andapplication, Flip, in an English discussion class with Japanese university students.
Despite the passing of the COVID-19 pandemic, current research has highlighted
that many Japanese university students are still reliant on wearing masks, which has
a detrimental impact on their ability to communicate effectively in communicativeclasses, with trust, empathy, timing, and recognition all impacted unfavorably
when mouths are obscured (Mahoney, 2023). It was presumed that the tool would
aid students in getting to know their peers more quickly and deeply, build theirconfidence of speaking without wearing a mask, and help boost students’ speaking
fluency in English. The implementation and utilization of the app is detailed, in
addition to actions taken to augment student engagement with the application. The
utilization of the tool and data retrieved from the participants are then considered andreflected upon. Finally, some recommendations are made for its use in future English
as foreign language classes with Japanese university students.
Keywords: Flip, Speaking, Masks, Fluency, Technology

Introduction
It is no small secret that facial expressions are an inherent part of the way humanbeings communicate. Subtle changes can be immediately detected and interpreted in minutiae
by interlocuters (Mahoney, 2023). People gather information from the facial expressionsof others, which helps them to predict events and situations, and prepares them to develop
suitable responses to them (Mheidly et al., 2020). Students have had to quickly adapt to using
their eyes and vocal tones more during the COVID-19 pandemic, with many students feeling
uncomfortable to show their faces and therefore use facial expressions, with these behaviors
having negative consequences on effective communication such as loss of nuance and inability
to form close bonds (Mahoney, 2023). Educators may have been wondering how to get students
to relax and feel confident to show their faces again. Technology provides Japanese university
students with instantaneous access to a vast amount of information and resources, whilst
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furnishing the opportunity to share their ideas on topics and to get to know their classmates
more deeply, and the chance to develop their critical thinking skills (Mahoney, 2021, 2022).
Millions of videos are posted on SNS every day. This realization prompted the author to utilize
the application Flip, (formerly known as Flipgrid) which is a platform where students can
primarily post videos, to boost students’ confidence in speaking without a mask, and to furnish
positive relations between them.
A total of 131 students took part in the study at a private University in Tokyo, Japan. All
the students were participating in the discussion module, a 14-week course with the primary
goal of having students discuss pertinent topics using a range of marked language skills. It
is necessary for instructors to encourage utmost verbal output from students and to assist in
constructing balanced and interactive discussions in English with their peers (Hurling, 2012).
Each class consists of 10–11 students, with each member placed into classes with other memberswith a similar English competence. Of the 12 participating classes, 3 were level 1 (TOEIC
scores of over 680), 4 were level 2 (TOEIC scores of 480–679), and 5 were level 3 (TOEIC
scores of 280–479). Ideally, 12- and 16-minute discussions take place in each lesson, and should
be balanced, interactive and co-constructed by all participants, with varying viewpoints.
After taking a weekly reading quiz at the start of each discussion class, students thenparticipate in a weekly 3-2-1 fluency activity. This activity is a modified version of Nation’s(1989) 4-3-2, in which participants speak about a topic three times, with a different interlocutor
each time. Participants are required to repeat the same ideas with each interlocutor. The amountof time given is reduced each time, from initially 3-minutes, down to 1-minute in the final
speaking turn, therefore requiring the speaker to speak faster and faster. Several studies support
this activity as a means of boosting fluency, (see de Jong & Perfetti, 2011; Thai & Boers,2016). However, from the author’s previous experience, students have often gotten stuck or
felt stressed during this activity due to a variety of reasons such as a lack of preparation andconfidence, and a lack of knowledge about the topic. Japanese students also tend to place greatemphasis on speaking with exactness and perfection, which can have a detrimental impact on
their fluency (Watanabe & Long III, 2019). The topics of the fluency questions are directly
related to the topic of the discussion class in that lesson. Students are required to read a passage
about the topic, for example, “Social Media” and then answer comprehension questions about
the passage at the start of each class. The students are given three minutes to complete the quiz,
which then directly leads into the 3-2-1 activity. The three questions are closely related to thereading, with the final question always being: “Share three interesting ideas or facts from thereading.”
The weekly homework set by the author was for the participants to record a 3-minutevideo on Filp to their answers to the three fluency questions that they would discuss in theirnext class. This task was in conjunction with the task of reading the passage in preparation for
the quiz at the start of each class.

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Literature Review
The application used in this study, Flip, is a free platform created for educational
purposes, with the intention of allowing students to post video responses to teacher questions(MacIsaac, 2020). Similarly, to threaded discussion forums, Flip generates threaded comments
and facilitates short video replies between students (Lowenthal & Moore, 2020). There havebeen several recent studies that have advocated Flip’s implementation in EFL classes. Tuyet
and Khang (2020) examined the use of Flip with 60 tenth grade students in Vietnam. Students
reported various advantages of Flip, such as reduced anxiety about speaking in English,
increased engagement, and optimism in learning English. Another study overseen by Keiper
et al. (2020) was conducted with ten undergraduate and graduate business education courses.
Participants reported that Flip was useful and helpful for them, with many highlighting that it
was fun and engaging to see their classmates on video and to interact with them in discussions
about their weekly classes. Others mentioned that they felt shy at first but gained confidence
gradually using the platform, making the class more interesting. Some disadvantages mentioned
included a 2-minute time-limit for videos and that the website was sometimes slow uploading
videos.
Feelings of increased confidence in speaking English were also reported by McLain(2018) due to increased speaking time between classes. Since Flip usage is asynchronous andallows students to participate comfortably at a place and at a time of their choosing, it has beenreported that this has had a positive impact on students’ connectedness in online classes andboosted their cognitive and social presence by using video replies and discussions (Bartlett,2018; Lowenthal & Moore, 2020; Serembus & Murphy, 2020), and has had a positive impact
on students’ engagement, feelings of community and connection (Delmas & Moore, 2019;
Holbeck & Hartman, 2018).
Positive findings about Flip have also been reported in a Japanese university context.
Petersen et al. (2020) detailed very favorable student feedback of their videos being watched bytheir classmates, after previously assuming that students would be hesitant to participate in suchan activity. In addition, Roarty (2023) has advocated its usage with Japanese university students
and argued that it “may be beneficial to Japanese EFL students who have limited opportunities
to use English outside the classroom” (p. 6).
As can be seen from the results of several studies, Flip would appear to be a usefulplatform for online learning. Discussion across language classes can be allocated smoothly byusing Flip, and it has the potential to improve speaking time, pronunciation, and cooperation
between students.

Procedure
The Flip application was introduced to students in the first class of the term. The author
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showed the students a video about how to use the application and helped students’ setup theiraccounts. The author then logged into his own Flip account in class on his smartphone and on
the classroom PC, showing how to record and post videos with either appliance. The students’reaction to the introduction of this application was mostly excitement, with some hesitation
mixed in. It was explained to students that Flip videos would be 10% of their overall grade,and that it would be weekly homework. Students were advised to record the videos in a quiet
place and to take off their masks when recording. The author advised the students that it was
important for them to get used to showing their faces to each other again, as this is an importantpart of communication.

Class Participation
In the 12 classes that participated in this study (n = 131), a total of 1561 videos wereposted, which is an average of 11.9 videos per student. Since there were 14 video assignments
for each student throughout the semester, most students submitted all the video assignments
allocated by the author. Seven students did not complete the course, and most of those had
stopped attending by week nine. Generally, the higher-level students participated more actively
in these assignments. Apart from one Level 1 class which had low attendance and motivation,and in which 4 students failed, with a 58.8% submission rate for weekly video assignments, a
total of 56 weekly assignments were not submitted by all students from the six other classes oflevels 1 and 2, which is a submission rate of 93.75%. However, 143 weekly assignments were
not completed by students in the level 3 classes for which the submission rate was 81.5%. This
would suggest that higher-level students were more likely to complete the weekly homeworktasks. The overall submission rate for 1820 videos throughout the semester was 85.5% (264non-submissions).
In the first week, students were required to record two Flip videos. The first topic was“self-introductions.” The author believed that this was the most important topic since students
were new to university and this class. The author had noticed that in the first class only 14
students (10.6%) were not wearing masks. Mahoney (2023) has noted that masks can have a
detrimental effect on students’ ability to form relationships and communicate with each other.
Therefore, having students submit a self-introduction in which they were required to not awear a mask was an important step for students to be able to bond. The author explained theimportance of not being reliant on masks and the importance of showing facial expressions incommunication. The author submitted an example self-introduction video, which was 1-minute30 seconds in length, and all students were instructed to do the same before the next class. Only
3 students (2.2%) did not complete the self-introduction video task. In these videos, students
comfortably introduced themselves in English within the set timeframe. Most students smiledthroughout their videos, with almost all students smiling at some point.
The author advised students to comment on their classmates’ videos and to ask questions
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to get to know each other better. Roarty (2023) has argued that adding complementary tasks to
the video assignments can lead to elevated self-reflection and self-regulation. The author also
responded to the self-introductions with a simple comment or question for each student to boost
their motivation and to indicate that their videos had been reviewed. In total, 318 comments
were made by students about the self-introduction topic, which was an average of 2.6 comments
per student. It can be noted that when the author failed to initiate and comment on three classes’
videos, the students did not comment either, with a total of just 6 comments from those 3classes, which is an average of 0.2 comments per student. Students were also required to record
a 3-minute video answering the first textbook fluency questions on page 8 of the textbook,which was related to the first textbook lesson topic “The Importance of Communication”, with
the questions revolving around participants talking about their friends. Eight students did notcomplete the first fluency video (6.6%). This could be attributed to the fact that students had
not practiced any fluency activities in-class yet and speaking for 3-minutes may have been adaunting prospect for them. Also, perhaps students were overwhelmed with the prospect ofmaking two videos as the first homework. Upon watching the first fluency question videos
made by students, it was clear that it was difficult for them to keep talking for 3-minutes about
specific questions, as there were some long pauses.
In the following week, nine students (6.8%) did not complete the second textbook
topic “Entering University.” Between weeks 4–10, an average of 10.1% students (n = 71) did
not complete the weekly video assignments, but between weeks 11–14, this had jumped up to
32.2% (n = 129). This pattern would seem to suggest that for several classes the novelty ofmaking videos wore off. The final week’s video topic, in which students were asked to share
their experience of first year at university, had the lowest reply rate, with 32.5% of students(n = 42) not replying. Another possible reason why the submission rate declined in the latterpart of the semester is that the textbook topics became progressively more challenging. In theearly part of the semester topics such as “The Importance of Communication” and “Entering
University” were undemanding for students to talk about, but latter topics such as “Public
Behavior” and “Social Issues” required more thought, lexical knowledge, and backgroundresearch from students before answering.

Findings
Advantages
In the final class of the term, students were asked to complete a Google Form, in which
the final question was open-ended asking students to leave any positive or negative comments
about using Flip. A total of 15 different advantages were identified by the students. The mostcommon advantage given was that seeing their classmates’ faces on Flip had various benefits
such as helping students to remember their classmates’ faces, helping to create a stronger bondin class, feeling more relaxed in class, and gaining confidence in speaking without a mask
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Utilizing Flip to Boost Class Cohesion(17 comments), supporting findings by Keiper et al. (2020) and Petersen et al. (2020). The
second most popular advantage given (15 comments) was that Flip was good preparation for the
discussion class, such as learning about the topic and being ready for the class quiz about thereading. The third most common advantage (12 comments) was that the students felt that theirspeaking and vocabulary skills had improved, giving credence to conclusions made by McLain(2018). Two further prominent advantages given were that it was useful to hear everyone’s
opinions before class (9 comments), and that the platform was easy to use (8 comments). Someof the positive comments made are show below:• I t was good to get to know the faces without masks from the beginning while everyone

else was wearing masks at the beginning of April, which made me feel closer to them.
• I think that because I was able to see them without their masks, I was able to get
to know them faster than in other classes. It was great for me personally to see myfriends’ faces from the very beginning of the class, and it made me feel safe.
•F lipgrid was a very good application. We became good friends. I enjoyed this classthrough Flipgrid.
• I became confident when I could speak alone for three minutes. At first, it was a little
difficult to make a video showing my face.
• Flipgrid helped me to remember classmates’ names, faces, and their profiles, so I could
understand them more and become closer, faster than usual.
• I liked being able to see my classmates’ faces, which made me feel more familiar withthem, and studying for the reading test at the same time.
• I t was easy for us to understand each other and open up to each other by showing ourunmasked faces. It was good to get a chance to use English outside of class.

Disadvantages
A total of seven different disadvantages were indicated on the one Google Form openended question and final class discussion. The most common disadvantage given (17 students)
was that it took time to make and post the videos. The second most common disadvantage
was that it was difficult to find a quiet place to make the videos (8 students). Another notabledisadvantage was that it was difficult to make the videos and make comments. It has also beenreported by Keiper et al. (2020) that students had difficulty finding the time and making thevideos. Below are some of the negative comments made:• It was difficult to do it every week because it took time to take the video.
• Some days I was tired and sometimes I didn’t have the motivation to do it.
• I had to go somewhere quiet.
• It was difficult to find a quiet place during the day, so I had to stay late at night.
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第 4 巻（JOURNAL OF MULTILINGUAL PEDAGOGY AND PRACTICE, VOL. 4）• It was good to have more opportunities to experience English. However, it took a longtime to upload the file, which was frustrating.
A series of statements were presented to students at the end of term to gather theirexperiences of using Flip. Questions were specified to how Flip impacted on their English skills,
and how it affected their ability to get to know their classmates better. The results garneredsuggest that Flip had an overwhelmingly positive impact on class cohesion and students’English-speaking proficiency. A few examples are available here.
As can be seen in the first question below, students strongly indicated that Flip was
useful for them in becoming more fluent and confident in English. 87.7% (n = 100) agreed withthis statement. Only 3.5% (n = 4) displayed disagreement, therefore giving credence to findings
by Roarty (2023), McLain (2018) and Tuyet and Khang (2020).
Figure 1
Flip Was Useful in Helping Me Become More Fluent and Confident in English
80
60
40
20
0

Strongly
agree

Agree

NeutralDisagreeStrongly
disagree

The second question posed to students also produced similar findings. 69.3% (n = 79)
of students agreed with the statement that seeing their classmates’ faces on Flip helped them toget to know them better. These findings correlate with comments from the qualitative questionin which many students mentioned that seeing their classmates’ faces in the early weeks ofthe semester helped them to feel closer to them faster, which has been described by Mahoney(2023).

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Figure 2
Seeing My Classmates’ Faces on Flip Helped Me to Get to Know Them Better
50
40
30
20
10
0

Strongly
agree

Agree

NeutralDisagreeStrongly
disagree

Just over half of the participants, 52.6% (n = 60) agreed with the statement that seeing
their classmates’ faces motivated them to participate more in the discussion classes. 34.2% (n= 39) gave a neutral response, with 13.2% (n = 15) disagreeing. These findings suggest that theusage of Flip did have a positive impact on motivation for the majority of students.
Figure 3
Seeing My Classmates’ Faces on Flip Motivated Me to Participate More in Discussion Class

50
40
30
20
10
0

Strongly
agree

Agree

NeutralDisagreeStrongly
disagree

It is clear from the results of the question below that students were able to understandeach other well on Flip. 79.8% (n = 91) agreed that it was easy to understand their classmates’
ideas on the platform, with just 3.5% (n = 4) disagreeing. Since many students reported thatseeing their classmates faces early in the semester had a positive impact, it could be argued
that the self-introduction videos played a pivotal role in that students could easily listen to theirclassmates’ introductions and remember important information and details about them.

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Figure 4
I Could Understand My Classmates’ Ideas Easily on Flip
80
60
40
20
0

Strongly
agree

Agree

NeutralDisagreeStrongly
disagree

There were five identical statements poised to students using Likert scale statements
ranging from 5–1 in agreement at the start and end of term surveys. We can see a comparison of
students’ replies from the start and end of term in table 1 below. The overall results indicate thatstudents’ perceptions of wanting to see their classmates’ faces had altered during the semester.
In the responses given to questions one and two below: “I want to see my classmates’
faces when we are talking” and “Seeing people’s smiles makes me motivated to speak,” wecan see that students have agreed much more strongly with these statements at the end of term.
Many students alluded to the fact that seeing their classmates’ faces on Flip helped them toopen up more quickly, feel familiar with each other and remember each other’s names. Since
all students did not wear masks in their videos, and almost all of them smiled in their selfintroduction videos at some point, the author believes that this was a powerful factor in the
results yielded.
In the responses to questions three and four below: “It is easier to get to know people notwearing a mask” and “I trust people when I can see their whole face,” we can see that students
also tended to agree more strongly with these statements at the end of term. Considering thatstudents had been wearing masks for around three years consecutively prior to this research,
it could be said that their perceptions had changed in the 14 weeks of this class. Seeing as one
student mentioned that seeing their classmates’ faces on Flip made them feel “safe,” it could
be said that using Flip made students feel more comfortable with each other more quickly thanusual.
In the final question below: “Wearing a mask hinders my ability to communicate,” wecan also see that students’ dependency on their masks was starting to diminish. Since the rate ofmask wearing had dropped from 90% at the start of term to around 60% at the end, this could
be argued to be a factor in this divergence.

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Table 1Student Perceptions of Using Flip (1–5 point scale)5
To what degree do you agree:

43[Strongly Agree 

1. I want to see my classmates’ faces ST:
when we are talking
ET:

2

1

Strongly Disagree]Mean(18) 14.3%(43) 34.1%(49) 38.9%(10) 7.9%(6) 4.8%

3.46(31) 27.2%(47) 41.2%(31) 27.2%(5) 4.4%(0) 0.0%

3.91(48) 38.1%(52) 41.3%(19) 15.1%(5) 4.0%(2) 1.6%

4.10(53) 46.5%(48) 42.1%(12) 10.5%(1) 0.9%(0) 0.0%

4.34

ST:

(26) 20.6%(54) 42.9%(30) 23.8%(12) 9.5%(4) 3.2%

3.68

ET:

(30) 26.3%(43) 37.7%(23) 20.2%(14) 12.3%(4) 3.5%

3.70

ST:

(18) 14.3%(59) 46.8%(32) 25.4%(15) 11.9%(2) 1.6%

3.60

ET:

(30) 26.3%(45) 39.5%(27) 23.7%(10) 8.8%(2) 1.8%

3.79

5. Wearing a mask hinders my ability ST:
to communicate
ET:(9) 7.1%(23) 18.3%(47) 37.3%(42) 33.3%(9) 7.1%

2.94(14) 12.3%(34) 29.8%(28) 24.6% (31) 27.2%(7) 6.1%

3.14

2. Seeing people’s smiles and facial ST:
expressions motivates me to speakET:
3. It is easier to get to know people
not wearing a mask
4. I trust people more when I see
their whole faceNote. Twelve fewer students completed the end of term survey
Note 2. (ST= Start of term) (ET=End of term)

Conclusion
The results suggest that students benefitted from using Flip. Allowing students to post
videos early on in the semester so classmates could to get to know each other’s faces appears
to have had a postive impact on class cohesion. The author believes that in the early part of thesemester, students bonded more quickly than in previous semesters. Since Flip is an app andis easily accessible, the author and students could easily log in and check who had posted theweek’s homework assignment. Since the app also shows students’ names on the screen, thishelps students and educators alike in being able to remember students’ names more quickly.
Having the students post their opinions about topics before class, the author believes, led
to deeper understanding of the weekly textbook topics, since students were often ready to give
examples and reasons about topics more quickly than in previous semesters. Similar findings
have been reported by McIntyre et al. (2020) who argued that Flip could be used to increase
students’ depth of knowledge. Another possible benefit of Flip was that students could develop
social learning, which has also been referred to by Stoszkowski et al. (2021). Generally, in eachclass, for every topic each week a more confident student would post a video first, showing agood example for the less confident students to follow. These students usually posted from theirhouse, spoke with enthusiasm, and gave good examples in their answers.
The in-class fluency activities throughout the semester were always active, and students
were always well-prepared for them. This was in contrast to previous semesters where many
students had not done any preparation and often struggled to formulate meaningful answers to
the questions. Nation and Newton (2009) have mentioned that preparation activities in which
students can gain familiarity with fluency topics is advantageous. The author advised thelisteners to listen actively and to ask follow-up questions to the speakers.
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One caveat was that lower-level students often brought their homework video notes
with them to class, and simply wanted to read their answers from them in the fluency activity,
like a speech, thus, leading to a negative impact on their ability to think on the spot and tothem worrying too much about accuracy. Acumen was required by the author in advising thesestudents to only look at their notes sometimes, and to shorten their answers so that the listeners
could ask follow-up questions. The author also stressed that they did not have to be accurate intheir in-class fluency, but just to make themselves comprehensible. Nunan (2015) has asserted
the importance of providing students with opportunities to develop speaking with both accuracy
and fluency. The videos gave them the former, whilst also laying the foundation for fluency
skills improvement in-class with some prior knowledge and practice.
Although it was difficult for students at the outset, having them post weekly videos andgetting them used to speaking without wearing a mask would appear to have been advantageous
for their English speaking skills, overall communication skills and confidence, and their ability
to use facial gestures. One could argue therefore that Flip is a useful tool to complement
English-speaking classes and to boost class cohesion, although more research should be carried
to explore the impact on students’fluency.

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