Supporting Speaking Skills Development in EFL Teacher-Training Students via Flip During the COVID-19 Pandemic

Abstract

This study is set in EFL teacher training during the COVID -19 pandemic. The goal of this research study was to examine students’ perceptions of the development of their oral abilities by means of weekly Flip video recordings. An action research design was carried out for EFL teacher-training students from a Chilean university. Synchronous English language sessions focusing on oral production were aided by asynchronous practice on the Flip platform. Content analysis was conducted to examine the students’ perceptions of the use of Flip to facilitate the development of speaking skills. Co-occurring categories were identified, and related networks were produced to identify relevant nodes. Findings revealed favorable perceptions in both the linguistic and socioaffective aspects of learners’ oral performance resulting from the weekly recordings. It was concluded that the use of Flip promoted the students’ oral production by heightened positive socioaffective perceptions over the course of one academic semester during the time of COVID-19.