Abstract
This article reports the results of an explorative, quantitative study designed to investigate the pedagogical potential of Flip (formerly Flipgrid) as a connectivist and transmedia tool for developing English language learners' productive skills to provide a basis for their continued improvement.The study suggests that the connectivist practice via Flip provides significant effect on improving secondary school students' productive skills.A total of 39 students, divided randomly into one experimental group and one control group, participated in the study during the eight-week curriculum involving an English course.Participants in the experimental group (n = 19) used Flip as a learning tool, whereas the control group participants (n = 20) followed the same curriculum without Flip.Pre-and posttests were used to compare the participants' speaking and writing productions before and after the project.These tests were evaluated based on a comparison of their mean scores by SPSS (Statistical Package for the Social Sciences) software.We used Questionnaires to analyze the positive and negative aspects of Flip.An independent samples t-test revealed that the experimental group outperformed the control group and showed the potential of regular Flip narrative-based tasks for developing English language learners' productive skills (p ≤ 0.05 = 0.039).Thus, Flip can be used by teachers and learners to improve speaking and writing, and thus overcome the limitations on time, practice, and feedback inherent in classroom-based courses.