






































citation


AsiaCALL Online Journal Received: 10/01/2022 

ISSN 1936-9859; https://asiacall.info/acoj Revision: 01/06/2022 

Vol. 13, No. 3, 2022  Accepted: 05/06/2022 

pp. 9-21  Online: 22/06/2022 

 

CITATION | Esparrago-Kalidas, A. J., Manla, E., Halibas, S. J., Armeñon, M., Vuelban, A. M., & Aporillo, J. 

M. (2022). Using Flipgrid as an Interactive Application to Improve Filipino Students’ Engagement in 

Language Flexi-Learning. AsiaCALL Online Journal, 13(3), 9-21. DOI: https://doi.org/10.54855/acoj.221332 

Using Flipgrid as an Interactive Application to Improve Filipino Students’ 

Engagement in Language Flexi-Learning 

Adeva Jane Esparrago-Kalidas1*, Edralin Manla2, Shein Jay Halibas2, Mailyn Armeñon2, 

Alexis Marie Vuelban2, Jean Mika Aporillo2  

1 Xavier University Junior High School, Philippines 
2 Xavier University, Philippines 

*Corresponding author’s email: aesparrago@xu.edu.ph 
*      https://orcid.org/0000-0003-2937-6522 

       https://doi.org/10.54855/acoj.221332  

Abstract 

The pandemic's massive impact on schools has pushed teachers and students to migrate online 

and affected students' class engagement. With this, the action research aimed to 1) analyze 

the previous experiences of the students with other interactive applications, 2) determine if 

Flipgrid interactive options are an intervention for improving students' engagement, and 3) 

evaluate the experiences of the students in using Flipgrid interactive options in asynchronous 

learning. The research used a practical action research design that utilizes mixed methods to 

address the study's problem and was conducted at Xavier University – Junior High School in 

the Philippines. To achieve the desired results, the researchers first gave the interactive 

questionnaire, followed by a survey questionnaire before and after the implementation of the 

proposed intervention, and conducted a focus group discussion to gather more in-depth 

information. Twenty respondents took the pre-test, and 17 took the post-test. The results of 

the data from the statistics and information gathered during the focus group discussion show 

that students are favorable of the features of Flipgrid. There is also a highly significant 

difference between the pre-test and post-test results, which means that the proposed 

intervention, comment section, and view counts effectively alleviate the challenge of 

students' engagement in asynchronous learning. Based on the perceived response from the 

participants, Flipgrid, in general, is a great tool to boost students' engagement. Thus, the 

researchers recommend that teachers maximize the use of Flipgrid for asynchronous sessions. 

Keywords: Flipgrid, Students’ Engagement, Asynchronous Learning, Online Learning, 

Interactive Applications 

 

Introduction 

In the Philippines, the proliferation of COVID-19 cases shoots up day by day. This pandemic 

has brought massive changes not just to the healthcare system and the economy but to academic 

institutions as well. Students and teachers were forced to resort to online learning as the face-

to-face setting was strongly prohibited. Online learning has become the new norm, with a vast 

number of students taking advantage of it. However, as it has become the mainstream of 

https://doi.org/10.54855/acoj.221332
mailto:aesparrago@xu.edu.ph
https://orcid.org/0000-0003-2937-6522
https://doi.org/10.54855/acoj.221332


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10 
 

learning, a lot of loopholes have been found. One of them is the lack of students' engagement, 

specifically in asynchronous learning. Students' engagement in asynchronous classes tends to 

be low because synchronous learning is more effective than asynchronous learning. A study 

presented by Alhih et al. (2017) claims that there is an increase of interaction in synchronous 

sessions rather than in asynchronous sessions that enables students to be present simultaneously 

with the teacher, just like conventional classrooms, which have student-teacher interaction— 

bringing alarm to the teachers as they need to ensure that learners are still learning despite the 

new setup.  

Teachers are required to stay connected with their students through the use of technology. 

However, one downside of this is the students' engagement in class on how much they are 

involved in asynchronous sessions. Students’ engagement can be limited only to submissions 

of tasks and assignments. There is hope, however, that this can be upended if the teacher 

constantly encourages students to interact with their peers' work.  

Although there are many benefits of providing learning content online, online classes are often 

met with skepticism. The question of how to involve students successfully in online courses 

generates more questions than responses. There is a need to find relevant studies on the key 

topic of students’ engagement strategies in online courses and determine which methods work 

based on empirical studies (Chakraborty, 2017). Students must actively participate for the sake 

of creating a potent learning environment. Hence, they must reciprocate the learning process by 

reacting, commenting, and providing feedback on peers' work — leading to student-to-student 

engagement and not just teacher-to-student engagement in asynchronous learning.  

One of the ways that teachers can improve student engagement is through the use of interactive 

applications like Flipgrid. Flipgrid allows students to interact and engage with each other in 

ways not possible before, which can, in turn, help increase social presence in online courses. 

The first specific objective of this research was to analyze the students' previous experiences 

with other interactive applications. The second specific objective was to determine if Flipgrid 

interactive options are an intervention for improving students' engagement. Furthermore, the 

researchers evaluated the effectiveness of Flipgrid interactive options as an intervention for 

improving students' engagement. In sum, their usage of this app leads to classroom engagement 

that is being studied in this research. 

 

Literature review 

Following the DepEd Order No. 21, s. 2019 and No.12, s. 2020, implementing online learning 

as the new learning mode has been observed in the academic year 2020-2021. With this, the 

delivery of lessons is made through two types of classes: synchronous and asynchronous 

classes. In an asynchronous class, the students will not meet with their teacher. However, the 

students are still required to complete tasks that will have to be submitted on a specific date, 

such as assignments, group, and individual works, reflective essays, short video responses, and 

quizzes to be taken after class. The good thing about asynchronous learning is that students will 



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11 

have to work at their own time and pace within the confines of their own homes. This is 

supported by a study conducted by Hoang and Tran (2022), which found that students had a 

positive attitude about online education as they found it to be beneficial since it provided them 

with flexibility and convenience. Similarly, Dau (2022) also mentions how teachers and 

students had opportunities to be exposed to the abundant teaching and learning resources online 

and how, through asynchronous activities, students could learn at their own pace and time, so 

they understand the lessons better. 

One such tool that aids in online learning is Flipgrid. Flipgrid is a video-based tool that allows 

conversations and connections across digital devices, but enjoyably and engagingly that makes 

it ideal for use in education. It is structured to help with group discussions but in a way that 

doesn't leave any student on the spot. It is very helpful as it allows less socially able students to 

express their ideas and emotions with their classmates. The ability to re-record responses helps 

alleviate students' pressure when communicating, making this a very enabling tool for education 

(Edwards, 2022), especially for language learning, where the pressure to perform is high.  

As Edwards (2022) mentions, one of the best things about Flipgrid is the capability to interact 

using different media like video, such as face-to-face in the real world, but without the pressure 

of a live classroom. Since students are given the space and time to respond when they're ready, 

it makes educational engagement possible for even more anxious students who might feel left 

out in class. The app allows students to add rich media and encourages them to be creative and, 

potentially more importantly, expressive. Using emoji, text, and stickers, students can 

participate in class as they might interact with friends using social media platforms. This aspect 

can help students feel less hesitant and more confident to express themselves openly, engaging 

more deeply with the task, which ultimately results in deeper understanding and better recalling 

of lessons and content.  

Research conducted by Lowenthal and Moore (2020) states that if students can interact and 

communicate better with each other, they can develop a stronger sense of social presence and 

classroom community, which can help them persist and be more successful in their online 

courses. 

Flipgrid has several features and options for students’ engagement. One feature would allow 

students to view and comment (view counts and comment section) on their peers' work (video) 

posted in the interactive tool under the activity set by the teacher. Pillai (2019) started a study 

about how one comment can lead to a cascade of comments. The study showed that if one's 

content has one comment, it is 54% more likely to be followed by another comment. Thus, 

engagement among students gradually increases like a domino effect. Through these 

conversations, comment sections lead to the formation of a virtual learning community. 

Moreover, Flipgrid allows students to interact and engage with each other in ways not possible 

before, which can, in turn, help increase social presence in online courses. In addition, Holbeck 

and Hartman (2018), as cited by Lowenthal and Moore (2020), found Flipgrid to be an effective 

and relevant educational tool. Furthermore, a study by Delmas and Moore (2019), as cited in 



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Lowenthal and Moore (2020), explored the use of Flipgrid in undergraduate and graduate 

classes and students reported that they felt that their feelings of community and connection were 

made stronger using Flipgrid. They reported that it helped increase students’ engagement and 

communication in a secondary classroom.  

Research suggests that instructors can use Flipgrid to support the type of collaboration and 

engagement they seek in their online courses (Gurjar, 2020; Mejia, 2020; Moore, 2016). 

Students in their study found Flipgrid to be a valuable tool for promoting social presence 

through asynchronous video discussions. 

Nowadays, students are digitally literate regarding how technological devices work. During 

synchronous and asynchronous classes, students show how tech-savvy they are in manipulating 

and navigating their Learning Management System (LMS) and how interactive applications are 

utilized in the classroom. Students manifest this skill of being digital experts and require no 

teacher supervision. That said, they are ready to participate in this action research using the 

intervention that the researchers will propose.  

Although there has not been much research done about Flipgrid, this action research will help 

teachers and students in different institutions by subsequently adapting the proposed 

intervention. This contribution would be a huge steppingstone to a new era of learning. 

 

Research Objectives 

This research is designed to aim the following objectives:  

General Objective: To utilize Flipgrid as an interactive application to improve students' 

engagement in language asynchronous classes. 

Specific Objectives:  

1. To analyze the previous experiences of the students with other interactive applications; 

2. To determine if Flipgrid interactive options are an intervention for improving students' 

language learning engagement; and 

3. To evaluate the students' experiences in using Flipgrid interactive options in 

asynchronous learning. 

 

Methods 

Pedagogical Setting and Participants 

The study was conducted in Xavier University Junior High School or XUJHS for the school 

year 2020-2021 through online asynchronous connections. 

Xavier University Junior High School (XUJHS) is a Jesuit school located in Cagayan de Oro, 

Misamis Oriental- a city from Mindanao, Philippines. From the year 2020 up to the present, 



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XUJHS was temporarily shut down due to pandemics and COVID-19 health protocols. Thus, 

the learning was continued using the new method of education — flexible learning/online 

learning. Currently, XUJHS uses Microsoft Teams (MS Teams) as the school's main learning 

management system (LMS), where teachers and students communicate and collaborate in 

learning during synchronous sessions. MS Teams was also the official learning platform for 

teachers where they post announcements, activities, and assignments for students during 

asynchronous sessions.   

In this action research, the researchers used the purposive sampling method in conducting the 

study. Purposive sampling can provide reliable and robust data. An English class from the Grade 

10 level was chosen to participate in the study. Each section has 20-25 students under the age 

range of 15 to 17. These students were selected as they were the most suitable respondents for 

answering the action research's objectives — providing as rich data as possible. The whole class 

used Flipgrid in their classroom activities. Out of the 25, 20 participated in the pre-test, while 

only 17 participated in the post-test. 

Design of the Study 

This paper follows a practical action research design that utilizes a mixture of qualitative and 

quantitative methods that address the problem of the study. The data collected sought to 

understand and determine whether the utilization of the interactive application (Flipgrid) and 

its features (such as comment section and view counts) are the intervention in improving 

students’ engagement in FlexiLearning. The study has utilized three research tools: inventory 

questionnaire, students’ engagement evaluation (known as the pre-and post-test survey 

questionnaires), and focus group discussion (FGD).  

Data collection and analysis 

The researchers fully observed ethical procedures in all aspects of the study. Resnik (2020) 

highlighted the idea that the researchers should follow ethical norms because they promote the 

goals of the study; knowledge, truth, and avoidance of error. Ethical norms also promote the 

important values of collaborative work; trust, accountability, mutual respect, and fairness. 

The data gathering procedures were all done on an online platform. It was made sure that no 

class hours were taken and/or conflicted by the researchers in the process. The implementation 

of the study was all done during asynchronous sessions of the students. 

In the first procedure of data gathering, the researchers asked permission from the moderator 

of the class. The distribution of the consent and assent forms followed. A week was given to the 

respondents and parents to comply so that they would have ample time to decide whether or not 

they would participate in the study. The respondents who submitted the consent and assent 

forms were the only ones who could wholeheartedly participate in the study. 

In the second step, the researchers distributed the inventory questionnaire to assess students' 

knowledge and use of digital tools. Along with the inventory, a questionnaire was a pre-test 

survey questionnaire. These two survey questionnaires were distributed online using Google 



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forms with the help of the respondents' moderating teacher. It was made sure that the 

respondents answered the inventory and pre-test without experiencing the intervention first. 

When the intervention phase was over, the respondents then answered the post-test students’ 

engagement evaluation survey questionnaire. The inventory questionnaire and pre-and post-test 

were all floated in the first week. 

In the second week of the action research implementation, the researchers conducted a focus 

group discussion to strengthen the respondents' experiences with the interactive application and 

its features as an intervention. In conducting FGD, proper preliminaries were observed, and the 

respondents were assured about the confidentiality of their identities. The questions were asked 

conversationally so that the respondents would not find the researchers intimidating. Overall, 

the whole duration of the data gathering procedure lasted two weeks.  

The researchers analyzed the students' experiences using Flipgrid interactive options in 

asynchronous learning by conducting an FGD (Focus Group Discussion). It gave the learners 

an avenue to answer various questions that encapsulates their experiences while utilizing 

Flipgrid. And also, the effectiveness of Flipgrid as an intervention for improving students' 

engagement was calculated through the data gathered in the pre-test and post-test. In analyzing 

the data gathered, the researchers will utilize T-test (unpaired) inferential statistics to see a 

significant difference in the pre-test and the post-test results. It is used to determine whether 

there is a significant difference between the means of the two groups. To interpret the mean 

scores before and after the intervention, the following scoring guidelines were used:   

Table 1.  

Interpretation of Score Range 

1.00 - 1.74 Not Engaged 

1.75 - 2.40 Somewhat Engaged.  

2.50 - 3.24 Engaged 

3.25 – 4.00 Highly Engaged 

 

Results/Findings and discussion 

Specific Objective No. 1: To analyze the previous experiences of the students with other 

interactive applications. 

In gathering the data, the researchers provided an inventory questionnaire to know the learner's 

prior background regarding what tools they utilized in an online class and whether it helped 

them be more engaged. A total of 20 students out of 30 took the inventory questionnaire for 

interactive application. Students were asked about the digital tools they have used in the online 

classroom, and the results show that 90.5% of the learners responded that they use Microsoft 

Teams in their online classroom, while 9.5 % answered Flipgrid.  

When asked about the learners' feelings about utilizing digital tools to improve their 

engagement in online learning, 85.7% answered "YES" when asked if they feel digital tools 



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would help them to be more engaged in online learning, while 14.3% of respondents answered 

"MAYBE."  

When asked what kind of digital tools will help increase their engagement and communication, 

66.7% of the respondents answered Flipgrid, 95.2% to Microsoft Teams, 14.3% to Google 

Classroom, and 4.8% said Edmodo. 

Next, learners were asked to rate how comfortable they were with creating a digital portfolio. 

28.6% of the learners gave a perfect 10 when asked if they were comfortable creating digital 

portfolios, 14.3% gave 8 and 9, about 19% responded with 7, 14.3% gave 6, and 9.5% answered 

5. 

Lastly, learners were asked to rate how comfortable they were in using Flipgrid for online 

classes. 14.3% of the learners responded 8, 9, and 10 as their ratings when asked if they are 

comfortable utilizing Flipgrid. 28.6% answered 7, 9.5% - 6, 4.8% - 5 and 14.3% gave 4. 

Overall, most of the learners actively answered the inventory questionnaire, which lets the 

researchers know what digital tools they use in their online learning and whether it motivates 

them to be more engaged in class. The results show that 90.5% of the learners use Microsoft 

teams, and 85.7% positively responded: “YES” when asked if the digital tools help them be 

more engaged in class. 66.7% of the respondents chose Flipgrid as a tool that would enhance 

their communication skills. When asked about their comfortableness in creating a digital 

portfolio, 28.6% gave a perfect rating. And only 14.3% of the learners gave an excellent rating 

of “10” when asked if they are comfortable using Flipgrid. This data will be used to support the 

study of the effectiveness of Flipgrid in improving students’ engagement in asynchronous 

learning. 

Specific Objective no. 2: To determine if Flipgrid interactive options is an intervention for 

improving students' language learning engagement.  

Table 2.  

Test of Significant Difference between Pre-test and Post-test scores 

 n M SD p 

Pre-test                          20 2.82 0.432 0.0045 

Post-test                          17  3.28 0.495  

     

The pre-test and post-test questionnaires measure the respondent’s attitude during 

asynchronous sessions using Flipgrid. With the data presented above, the overall mean of the 

pre-test for 20 students is 2.82. It means that most of the students agree on the effectiveness of 

Flipgrid in enhancing students’ engagement. On the other hand, the post-test has an overall 

mean of 3.28 for 17 students. This means that after the intervention was conducted, students 

now strongly agree on how effectively Flipgrid boosts their engagement during asynchronous 

sessions.   



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To determine the significance level of the data, the researchers calculated the p-value. Hence, 

the p-value is 0.0045, which means a highly significant difference between the two tests (pre-

test and post-test). If the p-value is greater than 0.5, Flipgrid and its features, as the researchers 

claim to improve students’ engagement in asynchronous sessions, will be nullified. The 

evidence of this significant difference can be seen in both the pre-test and post-test. The results 

of the pre-test show that they have not yet established a relationship with their peers. Students 

responded that they have less interaction with their peers during asynchronous sessions. They 

are passive and just comply with their tasks without going the extra mile to interact with their 

classmates using the available features in Flipgrid. What (Lowenthal and Moore 2020) claim 

that if students are able to interact and communicate better with each other, they can then 

develop a stronger sense of social presence and classroom community, which can help them 

persist and be more successful in their online courses. In addition, (Lowenthal and Moore 2020) 

reported that Flipgrid could be utilized in secondary classrooms, as Flipgrid helps increase 

students’ engagement and communication during asynchronous sessions. Furthermore, after 

implementing the intervention, and based on the information gathered in the post-test, students 

made a stronger connection with their peers using Flipgrid and its features. Overall, the data 

presented above pertains to the effectiveness of the intervention that contributed to students’ 

engagement during asynchronous sessions.  

Specific Objective no. 3: To evaluate the experiences of the students in using Flipgrid 

interactive options in asynchronous learning. 

The researchers conducted a Focus Group Discussion (FGD) to gather more information and 

gain an in-depth understanding of using Flipgrid as an interactive application to improve 

students’ engagement in FlexiLearning. Due to the current situation, the FGD was conducted 

through google meet with 15 participants from the class. When asked about their experiences 

in Using Flipgrid during English Language Learning, one student replied that Flipgrid was 

already introduced to them in the previous school year and that it is a fun application because 

it is an excellent way to know the opinions of their classmates. Another responded that Flipgrid 

is a fun application because of the features students can add text and background music, while 

another mentioned that Flipgrid is easy to use, flexible, and fun to participate in class. When 

asked what the things they do in Flipgrid are, they answered process questions, shared their 

opinions and ideas, shared information about their assignments, and were encouraged to 

comment on another's video. Students were also asked about how they feel when they see that 

their work has a lot of views on Flipgrid and whether this motivates them to view and engage 

with other students' work as well. One student shared that they feel accomplished and realized 

they had done something worthwhile, while another said that it is an excellent way to increase 

motivation and work harder. Students were also asked if getting feedback from their peers 

helped them to be more engaged in creating videos. To which they answered that they are happy 

when their classmates watch and leave comments on their videos and that the comment feature 

allows students to be more united and an avenue to know more about their personalities. 

Students also mentioned that they would be more encouraged to exchange one's opinions with 



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those who leave a comment on their videos, and they believe that it would be best if they interact 

with their peers so that they will be closer with their classmates like never before. When asked 

about the features that they look into in using applications like Flipgrid and what features did 

you like the most, students responded that they like the fact that Flipgrid is a user-friendly 

application. Students can add pictures and emojis and even create thumbnails to attract more 

viewers. Lastly, when asked whether they see Flipgrid as an effective tool that the teachers can 

utilize in class, students mentioned that Flipgrid is an effective tool because they are allowed 

to relay their thoughts. They also admit that they rarely participate during the synchronous 

session. Thus, Flipgrid can bridge the gap to interact with their peers and teacher. They also 

mention that Flipgrid can help teachers gain knowledge and understand their students' 

personalities while affirming that Flipgrid is effective because of its convenience, where 

learners can access the application through their mobile devices, taking videos and uploading 

them directly.  

These findings confirm the study of Pillai (2019), which mentions that engagement among 

students gradually increases like a domino effect. Through these conversations, comment 

sections lead to the formation of a virtual learning community. This also supports the findings 

of Gurjar (2020), Mejia (2020), and Moore (2016), which suggest that instructors can use 

Flipgrid as a tool to support the type of collaboration and engagement that they are seeking in 

their online courses. 

Overall, the participants' responses showed that Flipgrid is an interactive application that can 

improve students’ engagement in FlexiLearning. Flipgrid is an effective tool for students to 

participate in asynchronous sessions by answering processing questions given by the teacher. 

Through creating videos, students can share their thoughts and ideas and exchange opinions 

with their classmates. In this way, students will also be able to gain new knowledge or 

perspective from their classmates. The application's features also affect the overall students’ 

engagement. Furthermore, the participants mentioned that this application is easy to use, 

flexible and convenient. Overall, Flipgrid is an effective application that teachers can utilize in 

class to improve students’ engagement.  

During the focus group discussion (FGD), 15 participants joined the Google Meet, where the 

discussion was conducted. Overall, the participants agreed that commenting and viewing videos 

on Flipgrid improves students’ engagement in asynchronous learning. In correlation to the 

preceding statement, Delmas and Moore (2019) explored the use of Flipgrid in undergraduate 

and graduate classes, and students reported that they felt that their feelings of community and 

connection were made stronger using Flipgrid. The study conducted by Delmas and Moore will 

be further elaborated in the information gathered during the focus group discussion. As 

supported by the participants' response, seeing that the video they posted on Flipgrid has views 

and comments from their peers, they become more accomplished and motivated to do the same 

thing (about commenting and viewing). In this way, students mentioned that they could be 

closer to their classmates, and they become more encouraged to exchange opinions with the 

person who commented on their video. Furthermore, students emphasized that the comment 



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feature on Flipgrid allows students to be more united, especially after synchronous classes, and 

it is an avenue for them to know more about their peers’ personalities and thoughts.  

The majority of the participants in the focus group discussion shared the same sentiments that 

they do feel happy that their peers leave comments on their work and that they feel glad that 

their work is being viewed ― leading to a realization that they created something worthwhile, 

making them want to work harder. Thus, this answers the Flipgrid features such as the comment 

section and view count as an effective intervention to improve students’ engagement in 

asynchronous learning. 

The effectiveness of Flipgrid and the intervention in improving students’ engagement was 

certified by the students in the results of the Focus group discussion (FGD) and survey 

questionnaire. Students saw how helpful Flipgrid was both in asynchronous and synchronous 

sessions. Despite this learning setup, they still find Flipgrid as an avenue of learning even 

without the supervision of their teacher in asynchronous sessions.  

With the results, it has been hugely affirmed by the students that it is not only effective during 

synchronous sessions but also in asynchronous sessions as well. The efficacy of the intervention 

conducted boosted their self-confidence, strengthened student connectivity, and most especially 

enhanced their engagement. 

Students also highlighted that Flipgrid as an interactive application is student-friendly, very 

flexible, convenient, and most especially easy-to-use. In correlation with the results shown in 

the Focus group discussion (FGD), survey questionnaires, students are satisfied with the overall 

feature that Flipgrid has. In addition, with the use of Flipgrid features such as the comment 

section and view counts, students are more productive, motivated, accomplished, and confident 

if these two specific features are utilized in the activities. As seen in the results of the survey 

questionnaire, both overall means have a huge difference, and the p-value is 0.0045. This means 

the data is highly significant. Overall, the students' perceived effectiveness of the interactive 

application was up to their standards. Students are genuinely happy with Flipgrid; they enjoy 

using it even when used and integrated into the face-to-face sessions in the future. They also 

recommend Flipgrid for lower batches and visualize the impact of Flipgrid for future use. 

 

Conclusion 

Interactions with content, peers, and instructors help online learners become active and more 

engaged in their courses. In achieving a potent learning environment, student interaction is best 

paired with high-quality instruction and effective learning outcomes. However, students’ 

engagement in Flipgrid would not be possible without the supervision of teachers. The teacher 

also plays a vital role in activating students’ engagement in asynchronous learning. Hence, 

giving clear instructions for activities and constant reminders to students are key factors that 

would encourage students to participate in both synchronous and asynchronous learning. The 

volume of videos and engagement hours and the favorable survey findings and group discussion 



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from the research project demonstrate that Flipgrid increases students’ engagement in 

asynchronous learning. As previously mentioned, one of the factors for Flipgrid evaluation was 

determining its effectiveness in an asynchronous setup. 

Upon having a group discussion, learners regard Flipgrid as a fun and effective tool that allows 

them to freely communicate ideas with their classmates by viewing and leaving comments on 

their videos. It also motivates them to make an effort in creating their videos as they feel 

accomplished and have done something worthwhile if it gets many views. They also considered 

it student friendly as it is easy to navigate and offers a variety of features that learners can 

explore. Based on their feedback and the survey results, the researchers discovered that using 

Flipgrid enables them to be more engaged by interacting with their classmates. In addition, the 

pre-test and post-test findings indicate that learners' perception of whether the Flipgrid is an 

effective tool for engagement has improved after experiencing it firsthand. The findings imply 

that Flipgrid is a useful tool that teachers can use in their online classes if they have problems 

increasing their students' engagement in an asynchronous setting.  

From the findings and implications stated above, Flipgrid is a tool that teachers can employ 

with their online classes to support collaboration and engagement between students. With this, 

the researchers conclude that Flipgrid is an effective interactive tool that teachers can use to 

improve students’ engagement during asynchronous learning further and recommend its use, 

especially during online asynchronous learning. As the action research is only limited to one 

section of Xavier University Junior High School's Grade 10 students currently taking the 

English subject was only pursued in two weeks during the participants' scheduled asynchronous 

class in a said subject through the online platform; future researchers are recommended to 

consider a longer time for study and observation, as well as considering other similar platforms.   

 

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Biodata 

Adeva Jane Esparrago-Kalidas has been an English teacher for 9 years at Xavier University– 

Ateneo de Cagayan Junior High School in the Philippines where she also serves as the alumni 

Coordinator. Her Master of Arts in Education paper discussed the importance of asking 

different categories of questions in developing students’ critical thinking skills. She is currently 

a student taking Masters in Culture and Arts Studies in Mindanao State University – Iligan 

Institute of Technology, Philippines. 

https://eric.ed.gov/?id=EJ1199226
https://www.techlearning.com/how-to/what-is-flipgrid-and-how-does-it-work-for-teachers-and-students
https://www.techlearning.com/how-to/what-is-flipgrid-and-how-does-it-work-for-teachers-and-students
https://doi.org/10.24059/olj.v24i4.2335
https://doi.org/10.1016/j.jhlste.2019.100236


ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 3; 2022 

21 

Edralin Manla is currently the Dean of the School of Education in Xavier University – Ateneo 

de Cagayan, Philippines. She finished her Doctor of Philosophy in Education (Field of 

Specialization – School Management) from Capitol University, Philippines in 2012. A number 

of her research include Implementing the K to 12 Principles in Teaching English (2021), 

Assessment Literacy of Madrasah Educators (2019) Developing Teachers’ Identity in the 

Context of K to 12 Reform (2018) and Research Self-Efficacy, Interest in Research and Research 

Knowledge of Graduate Students (2017). 

Shein Jay Halibas, Mailyn Armeñon, Alexis Marie Vuelban and Jean Mika Aporillo are 

currently graduating students from Xavier University – Ateneo de Cagayan, Philippines where 

there are taking their Bachelor’s Degree in Secondary Education – Major in English.  


