Effects of Using Microsoft Flip on Undergraduate Students’ Speaking Skills
Keywords:
microsoft flip, speaking skills, teaching speaking framework, EFL, undergraduate studentsAbstract
A persistent disparity exists between EFL learners' theoretical linguistic knowledge and their practical oral proficiency-a phenomenon often described as 'mute English.' This study addresses this critical gap by examining the efficacy of integrating Microsoft Flip, an asynchronous video discussion platform, into a structured teaching-speaking cycle model based on Goh and Burns’ (2012). The research aimed to (1) compare undergraduate students’ speaking skill scores before and after the intervention and (2) investigate students’ perceptions of the platform’s utility. Using a pre-experimental, one-group pre-test/post-test design, the study employed cluster random sampling to recruit 53 first-year nursing undergraduate students at a public university in Thailand. Over an eight-week intervention, participants engaged in asynchronous speaking tasks designed to foster planning, rehearsal, and reflection across eight thematic modules. Data were analyzed using descriptive statistics and a paired-samples t-test. Quantitative analysis revealed a statistically significant improvement in speaking proficiency, with mean scores rising from 10.23 to 16.56 (t (52) = 30.28, p < .001), representing a large effect size (Cohen’s d = 4.16). All sub-skills showed growth, with vocabulary exhibiting substantial gains. Furthermore, quantitative data from questionnaires indicated positive student perceptions (M = 3.96), particularly regarding the platform's ability to expand vocabulary (M = 4.17) and encourage regular practice. These findings suggest that combining asynchronous technology with teaching-speaking cycle instruction effectively ameliorates speaking deficits, offering a scalable pedagogical model for EFL educators seeking to enhance learner autonomy and oral competence in non-native contexts.
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