Exploring the Impact of Microsoft Flip on Vocabulary Retention of Thai Business English Undergraduates
DOI:
https://doi.org/10.14456/bej.2025.7Keywords:
microsoft flip, vocabulary retention, EFL, Business English, technology-enhanced learningAbstract
This study investigates the effectiveness of the video discussion platform, Microsoft Flip, on vocabulary retention among Business English undergraduate students in a Thai EFL context. It also examines students' perceptions of the platform's use as a pedagogical tool. Employing a one-group pre-test/post-test quasi-experimental design, the study involved 15 purposively sampled Business English majors at Roi Et Rajabhat University who participated in an 8-week vocabulary intervention using Microsoft Flip. Data were collected through pre- and post-vocabulary tests and a mixed-methods student perception questionnaire. A paired-samples t-test revealed a statistically significant improvement in overall vocabulary acquisition scores from pre-test to post-test (t (14) = 5.87, p<.001, Cohen's d = 1.51), indicating that Microsoft Flip positively affected vocabulary retention. Further analysis of paired t-tests showed significant gains in both receptive and productive vocabulary knowledge. Quantitative and qualitative analyses of the questionnaire data demonstrated overwhelmingly positive student perceptions, highlighting enhanced engagement, perceived learning effectiveness, and increased confidence in using specialized vocabulary. These findings suggest that Microsoft Flip can be a valuable tool for EFL vocabulary instruction, offering interactive and engaging opportunities for learners. The study provides practical pedagogical implications for integrating video-based, student-centered platforms into language classrooms and lays the groundwork for future research in diverse EFL contexts.
References
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57-71). American Psychological Association.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Rand McNally.
Chapelle, C. A., & Sauro, S. (Eds.). (2017). The handbook of technology and second language teaching and learning. John Wiley & Sons.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
Crystal, D. (2012). English as a global language (2nd ed.). Cambridge University Press.
Donna, S. (2000). Teach business English. Cambridge University Press.
Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(2), 3-17.
Green, T., & Blevins, B. (2022). "This is way better than a discussion board:" Student perceptions of Flip. Journal of Research on Technology in Education, 54(5), 720-735.
Johnson, M. W., & Skarphol, M. K. (2018). The effects of digital portfolios and flipgrid on student engagement and communication in a connected learning environment. Online Learning, 22(4), 179-195.
Kaur, G., & Meni, M. M. (2021). Students' perception of Flipgrid in an ESL classroom. International Journal of Language Education, 5(2), 61-71.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.
Sujarwati, I., Sofyan, D., Efendi, M., & Annury, M. N. (2025). Exploring vocabulary retention and student engagement: A dive into gamified vs. traditional flipped classroom. JEELS (Journal of English Education and Linguistics Studies), 12(1), 427-452.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford University Press.
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296.
Thornbury, S. (2002). How to teach vocabulary. Pearson Education.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Watcharapunyawong, S., & Usaha, S. (2013). Thai EFL students’ learning strategies for vocabulary learning and their relationship to vocabulary knowledge. International Journal of English Language Education, 1(1), 329-346.
Wilkins, D. A. (1972). Linguistics in language teaching. Edward Arnold.
