Affiliation:
1. University of North Texas, USA
2. Kent State University, USA
Abstract
The COVID-19 pandemic forced society to reevaluate the role of technology in the blink of an eye, and virtual learning environments became a necessity rather than an option. Even those instructors who were accustomed to remote learning had to reevaluate its best practices. World language teachers especially were forced to consider how to best provide their students the opportunity to practice the three modes of communication: interpretive, interpersonal, and presentational. With communication being the essence of foreign language instruction, it was of utmost consideration as to how it could transition effectively online. While there are many tools available for online teaching, not all of them are suitable for the world language class. Using connectivism as a framework, the authors propose that a single tool, Flipgrid, can be used to develop communicative proficiency and has the potential to enhance 21st century skills. This chapter will describe Flipgrid, its advantages and limitations, and offer three sample activities.
Reference48 articles.
1. The Integrated Performance Assessment (IPA): Connecting Assessment to Instruction and Learning
2. Problem Based Learning: A Student-Centered Approach
3. The Importance of Culture in Second and Foreign Language Learning
4. American Council on the Teaching of Foreign Languages. (2012). The ACTFL performance descriptors for language learners 2012. Retrieved June 4, 2018, from https://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf
5. Second language learning and technology: Research on second language vocabulary learning, Science. Business.;H.Asllani;Society,2021