Using FlipGrid to Improve Memory Ability in Learning Foreign Languages


  • Mei Rianto Chandra Binus University



Mandarin, memorizing, FlipGrid, learning apps


The research showed that online media was expected to provide a more straightforward understanding to students in learning Mandarin, one of which was FlipGrid online learning media. Learning Mandarin was quite challenging if it was only done by using textbooks. This could be shown by the lack of students’ memory of the vocabulary they had just learned. The data were analyzed with a quantitative approach involving 110 students aged 13 to 14. The data was collected of students’ vocabulary study after two months of using three test questions: filling in the blanks, guessing the meaning, and completing sentences. Thus, it can be concluded that understanding the vocabulary learned on the FlipGrid platform media can also be an additional vocabulary for students in developing speaking skills. The results reveal that the teacher’s participation in monitoring the completion of students’ assignments also plays a vital role in developing students’ speaking skills, which means that the frequency of using FlipGrid directly impacts students’ memory skills. However, when faced with critical thinking test questions, students themselves must be able to think out of the box and not only based on what they have learned from FlipGrid online. That means the research implies a need for a more innovative instructional design for language learning to improve better students’ memorization to learn Mandarin.


Plum Analytics


Difilippantonio-Pen, A. (2020). Flipgrid and second language acquisition using Flipgrid to promote speaking skills for English language learners. Bridgewater, USA: Bridgewater State University.

Edwards, C. R., & Lane, P. N. (2021). Facilitating student interaction: The role of Flipgrid in blended language classrooms. Computer Assisted Language Learning Electronic Journal, 22(2), 26-39.

Green, T. D., Besser, E. D., & Donovan, L. C. (2021). More than amplifying voice and providing choice: Educator perceptions of Flipgrid use in the classroom. TechTrends: Linking Research and Practice to Improve Learning, 65(5), 785-795.

Haiyan, C., Yaodong, S., Yaocheng, L., & Yanguang, S. (2020). The thought about the learning design of “based on the students-centered” blending learning in higher education. Gaodeng Gongcheng Jiaoyu Yanjiu, 1, 187-192.

Hammett, D. (2020). Utilizing Flipgrid for speaking activities: A small-scale university-level EFL study. Technology in Language Teaching and Learning, 3(2), 34-50.

Jureynolds, J., Theresia, T., & Ying, Y. (2021). Benefits of using mobile apps as a support for Mandarin language learning. Journal of Physics: Conference Series, 1764(1), 012088.

Jureynolds, J., & Ying, Y. (2020). Characteristics and challenges of Chinese e-learning platforms in Indonesia. Journal of Physics: Conference Series, 1477(4), 042014.

Karjo, C. H., Andreani, W., Herawati, A., Ying, Y., Yasyfin, A. P., & Marie, K. (2021). Teachers’ challenges and needs in e-learning environment. In 2021 International Seminar on Application for Technology of Information and Communication (ISemantic). Semarang, Indonesia (pp. 405-409).

Lowenthal, P. R., & Moore, R. L. (2020). Exploring student perceptions of Flipgrid in online courses. Online Learning Journal, 24(4), 28-41.

Mango, O. (2021). Flipgrid: Students’ perceptions of its advantages and disadvantages in the language classroom. IJTES: International Journal of Technology in Education and Science, 5(3), 277-287.

Petersen, J. B., Townsend, S. D., & Onaka, N. (2020a). Utilizing Flipgrid application on student smartphones in a small-scale ESL study. English Language Teaching, 13(5), 164-176.

Putri, M. R. (2020). Reflection on technology-enhanced learning in research based teaching method implementation. Humaniora, 11(1), 45-50.

Rebello, N. S. (2012). How accurately can students estimate their performance on an exam and how does this relate to their actual performance on the exam? AIP Conference Proceedings, 1413, 315-318.

Robihim, R. (2008). Analisis metode belajar kosa kata. Lingua Cultura, 2(2), 188-203.

Shin, J. L. K., & Yunus, M. M. (2021). The attitudes of pupils towards using Flipgrid in learning English speaking skills. International Journal of Learning, Teaching and Educational Research, 20(3), 151-168.

Taylor, C., & Hinchman, T. (2020). Strategies for using Flipgrid in the education. US-China Education Review B, 10(1), 26-31.

Tseng, W.-T., Liou, H.-J., & Chu, H.-C. (2020). Vocabulary learning in virtual environments: Learner autonomy and collaboration. System, 88, 102190.

Tuyet, T. T. B., & Khang, N. D. (2020). The influences of the FlipGrid app on Vietnamese EFL highschool learners’ speaking anxiety. European Journal of Foreign Language Teaching, 5(1), 128-149.

Wang, Y., McBride, C., Zhou, Y., Joshi, R. M., & Farver, J. A. M. (2018). Becoming literate in Chinese: A comparison of native-speaking and non-native-speaking children. Journal of Research in Reading, 41(3), 511-524.

Ying, Y., Lin, X., Yetty., & Mursitama, T. N. (2017). Mobile learning based of Mandarin for college students: A case study of international department’ sophomores. 2017 11th International Conference on Information & Communication Technology and System (ICTS), 281-286.

Ying, Y., Yulius, Y., & Juniarto, A. (2021). Using online game based platform to improve students Mandarin skills. Journal of Physics: Conference Series, 1764(1), 012137.

Zhao, D. (2011). E-learning platform and modern education. International Journal of E-Education, E-Business, E-Management and E-Learning , 1(2), 139-143.



Abstract 360  .
PDF downloaded 215  .