Assessing Replacements for Flip for Student Speaking

By Melissa Azari, United States Air Force Academy; Sandrine Pell, University of Wisconsin Collaborative Language Program; Theresa Schenker, Yale University; Cristina Moon, Chabot College; and Sarah Harmon, Cañada College

DOI: https://www.doi.org/10.69732/CBVH9362 

Introduction

Over the last few years, the app known as Flip (formerly Flipgrid) had become the best friend of many a language teacher. Its popularity has been largely due to its function of allowing students to easily record their voices in response to their teachers or to fellow classmates. However, when Flip announced that it would no longer be available except in Microsoft Teams, many teachers needed to find a new way to prompt students to speak the target language outside of the classroom. 

In this article, several educators will describe what apps, tools, and strategies they are using to elicit student speech as replacements for Flip.

Background

Flip(grid) was available for instructors for almost twelve years and was a tool that was enjoyed both by instructors and students (Lowenthal & Moore, 2020). Especially during the pandemic, the tool was a preferred choice for creating social presence and a sense of community (Lowenthal & Moore, 2020; Yeh et al., 2022) while allowing students to practice their speaking skills (Chandra, 2023; Difilippantonio-Pen, 2020; Shin & Yunus, 2021). Most instructors valued the app for its suitability for promoting and assessing target language speaking skills (Hanh & Huong, 2021; Subiana et al., 2022), and some even incorporated it to foster writing skills and self-regulated learning (Robillos, 2023). A study of 230 educators’ use of Flipgrid revealed that most instructors used the tool to foster creativity, provide individual feedback, and to evaluate students’ learning (Green et al., 2021). Even outside the language classroom, the tool was a favorite for promoting student engagement, connectedness, and belonging (Lukin et al., 2022), allowing students to improve their oral presentation skills (Kleftodimos & Triantafillidou, 2023), and other purposes. In short, Flip(grid) has been used across the world to support language learners acquire a variety of skills and help create a language learning community. This tool won’t be easily replaced but here are some possible alternatives for instructors to try out.

Using Flip in Microsoft Teams, by Melissa Azari

The views expressed in this article, book, or presentation are those of the author and do not necessarily reflect the official policy or position of the United States Air Force Academy, the Air Force, the Department of Defense, or the U.S. Government. PA#: USAFA-DF-2024-763

One option for replacing Flip(grid) is not to replace it at all! Despite the demise of Flip as a separate application and website, it lives on within Microsoft Teams for Education. The loss of Flip as a separate entity is the result of Microsoft’s choice to make it exclusively a part of its own platform. Although this move has unfortunately inconvenienced those using Flip outside the Microsoft domain, the new integration of Flip into Teams is an overall positive change for those educators using the platform.

Although Teams is perhaps best known as a tool of workplace communication, it can also function as a learning management software (Maggin, 2021) and, in addition to communicating with students, it can be used to track grades, give assessments via Microsoft Forms, and creatively engage students in the learning process. Creating assignments for students with a video component in the Teams classroom has become much simpler with the integration of Flip. 

Prior to this change, Flip could be connected to a class in Microsoft Teams as a “Tab” on the class’s General Channel. Students recorded videos in the Flip tab or site and could submit the video link to a Teams assignment, which allowed instructors to follow that link to the Flip website to watch the video. Alternatively, instructors could go into the Flip website or app directly to watch the videos. However, there was no way to watch student videos made on Flip within the Teams assignment itself; instructors always had to have another window open. Now, Flip is embedded as the “Flip camera” within the Teams assignment, making it possible for students to record video and for instructors to watch those videos without ever leaving Teams. 

By connecting Flip directly to Teams assignments, an instructor can also now easily record a video giving instructions or examples within the assignment description by choosing the “+ New” option below the instruction box and selecting “Flip video recording” within the assignment builder.

Students can record a video within the assignment itself by selecting the “+ New” option and selecting “Flip video recording” from the dropdown menu that appears.

As with Flip’s previous iterations, instructors and students can add text, drawings, stickers, filters, frames, boards, photos and backdrops to your video while recording in Teams. The options appear on the right side of the recording screen (except for backdrops, which can be selected to the right of the record button).

After finishing the recording, students can move to the review stage, where they can edit the clip (trim, split, rearrange) or add music to it.

Instructors and students can also record audio instead of video.

Once the video or audio file is complete, students can directly submit it to the Teams assignment by selecting “Next” on the review screen. This brings them back to the assignment, where they have the option to title the recording, upload it, and then select “Turn in” back in the Teams assignment.

When instructors grade the assignment, they can watch each student’s video within the Teams grading page where they can also write feedback and enter a score.

In my classes, students continue to record video essays about their lives using the Flip camera within the Teams assignment. The shift from the Teams Flip tab to the integrated Flip camera has been exceptionally smooth. Although the loss of the Flip app and website has understandably created challenges for those using other learning management software, Microsoft’s choice to embed Flip within Teams has streamlined the process of recording content for those instructors and students using Teams as their primary platform.

Padlet, by Sandrine Pell

I was an avid Flip user, and, like many language instructors, I was disappointed when it was no longer available. When I had access to Flip, I used it primarily for speaking practice and relied on Padlet for practicing other skills. To replace Flip, I modified my use of Padlet, maximizing its functions — a change that ultimately proved positive, as it reduced the number of tools students needed to become familiar with.

Padlet is an interactive online platform that allows users to create collaborative digital boards where they can add ‘posts’ in the form of text, images, videos, links, or other types of files, all displayed in an organized, customizable format. Padlet is widely used in educational settings as a visual, interactive tool to promote engagement, collaboration, and creativity by providing students and educators a shared space for interaction and idea exchange (Waltemeyer, Hembree, & Hammond, 2021). 

Padlet provides several board layout options: Wall displays posts as tiles on the screen in a free-form arrangement; Canvas allows for free placement of posts, which users can connect with lines to create mind maps; Stream organizes posts in a vertical feed, which is ideal for sequential content; Grid arranges posts into a clean, structured grid format; and Map enables users to pin locations. The Map layout is particularly useful in language/culture classes, as students can pin a location, add an image or video, and record a comment about it. I often begin the semester with a Padlet map, asking students to pin where they were born and where they wish they were.

Much like Flip, the video recording function in Padlet enables students in language classes to practice their speaking skills in a low-stress setting. Students can take time to prepare and they can record videos multiple times until they are satisfied with the result and share it with others—reducing anxiety while fostering communication. Since I teach a fully online course (25% synchronous and 75% asynchronous), having a tool that replicates the kind of interaction that students would experience in a face-to-face course is essential. For this reason, my students complete a Padlet assignment almost daily. Below is an example of an interactive assignment where students share a video recording of themselves, listen to their classmates’ recordings, and respond with a video in the comment section. 

When I share a new Padlet, students can view my post as an example, and all student posts are visible on a single board. This setup creates a visual sense of connectedness and community (Skibba, 2012), while also establishing instructor presence (Hilton, 2022)—two essential elements in online learning.

Since my primary goal with Padlet is to facilitate student-to-student communication, I do not provide individualized feedback directly on the platform but instead grade their overall participation. For individualized feedback on their speaking skills, I use Extempore. Extempore (briefly discussed below and featured in a previous article in The FLTMAG) is a web-based platform/app tailored for language educators to assess students’ language skills through spontaneous, timed responses. 

Padlet can be integrated into Canvas, allowing instructors to link an existing Padlet board directly to a Canvas assignment. This is beneficial because students don’t need to create an extra account or leave Canvas to participate in the Padlet board. I typically share a Padlet by embedding it in a Canvas assignment, adding it to a Canvas page, or sharing the link directly. Padlet is LTI 1.3 certified and integrates with most major course management systems, including Moodle, Canvas, Blackboard, Brightspace, Schoology, itslearning, Blackbaud, and Google Classroom. Once a student or teacher interacts with a Padlet embedded on the LMS, an account is automatically created for them on Padlet as well.

Another feature I appreciate is that a Padlet board can be shared with people outside an organization’s domain. The app’s privacy settings allow instructors to customize the level of student access, which permitted a successful conversation partner exchange between students in Morocco and the U.S. using Padlet, where they posted videos to interact with each other.

To sum up, Padlet is versatile (usable for practicing all four language skills) and intuitive (students find it easy to use), and it encourages interaction, fostering a sense of community that positively impacts students’ motivation and engagement with the course. Finally, Padlet boards are visually appealing, or as the company claims, “beautiful”!

Extempore, by Shannon Donnally Quinn

Extempore is an application that allows teachers to assess student speaking asynchronously. Two of its most unique features are its ability to encourage spontaneity in responses by limiting student time to respond and its ability to create a simulated conversation.

When creating questions, prompts can be made using an uploaded image, video, audio, YouTube, or text. Extempore allows you to require a particular response type from students (video, audio, text, multiple choice, simulated conversation, and screen recording). You can also choose to give your students unlimited time and unlimited attempts for activities that are for practice, or only allow them one attempt and limit the amount of time that they can spend creating their response. This is a unique feature and is very useful for assessment.

You can also create group assignments, choosing between asynchronous (similar to a discussion board) or synchronous (similar to a video conference). One shortcoming of Extempore is that in asynchronous group assignments students cannot respond directly to each other.

The interface for grading is very streamlined and has the option of including a rubric. 

You can read more about Extempore in this tech highlight. I am grateful to Extempore and World Languages 360 for support through their grant program in 2024-2025.

VoiceThread, by Theresa Schenker

One alternative to Flip(grid) that we already used before Flip became popular is VoiceThread. VoiceThread has a lot of functions and has been described as a tool that not only allows practice of writing, listening, speaking, and reading, but also the development of “critical thinking skills through the analysis, comparison, and evaluation of specific topics and the expression of opinions” (Glick, 2021, p. 171). Depending on how instructors set up the VoiceThread task, responses can be video recordings, audio recordings, written text, or an upload of a video or audio file. The following image shows the response options students have.

These features give instructors a lot of options to design each task with specific learning goals in mind. 

This tool has been applauded for its flexibility and suitability for diverse educational contexts and levels (Brunvand & Byrd, 2011). It has also been shown to improve confidence and skills in target-language speaking (Chang & Windeatt, 2023), although oral proficiency improvements may depend on students’ initial proficiency level (Castañeda, 2021). Similarly to Flip, this tool has been used for creating a sense of community and belonging among learners (Chen & Bogachenko, 2023; Delmas, 2017). 

Like Flip, VoiceThread is often used for speaking activities, but it serves a wider range of purposes than the now obsolete Flip. One advantage is the tool’s option to include learners from different institutions, promoting ease in implementing virtual exchanges (Calvo & Hartle, 2024; Liao, 2023). Despite many positive reviews and reports of integrating VoiceThread in language courses, challenges have also been identified. For example, students have found the software to be technologically challenging (Chen & Bogachenko, 2023), even after some training (Gonzalez & Moore, 2017; Sato et al., 2017). Teacher support throughout the implementation of VoiceThread tasks may be necessary. In addition, VoiceThread may not lead to the level of student reflection that instructors hope for (Sojisirikula & Chanchula, 2023). 

Because VoiceThread offers more functionalities than Flip did, it may take instructors some time to become familiar with the tool. For example, VoiceThread allows students to build presentations, upload files, write within a file etc. The following image also summarizes the kinds of tasks students can be asked to do:

A brief introduction to the software can be found on this VoiceThread website. In our German program, we primarily use VoiceThread as a tool for reflection and discussion. As a reflection tool, we have, for example, added it to virtual exchanges. First, students communicate via email or (voice)chat with native speakers in Germany. Then they record themselves in VoiceThread reflecting on their exchange with their partner, summarizing what was discussed, etc. This way, students learn about their partners abroad and get to know a wider range of viewpoints. We have also used VoiceThread as a speaking journal tool, in which students respond each week to a specific prompt. Particularly useful features of VoiceThread are the options for threaded replies and Canvas integration. Threaded replies make it easy for students to respond to one another. 

Canvas (or other course management system) integration makes grading VoiceThread assignments easier. When setting up an assignment instructors can decide whether they want students to comment on a VoiceThread, create their own VoiceThread, or watch a VoiceThread. In our classes, we almost always choose the comment option where students record a response to a task. Instructors can also choose how many comments students are required to make, how comments should be made (using microphone, webcam, upload, or text), and whether threaded commenting is allowed. There are several other settings that allow instructors to personalize assignments, including providing a length limit and enabling comment moderation. The instructor can set a start date, due date, and close date, and, for grading, can choose from percentage, point and complete/incomplete options. These many features make VoiceThread an appropriate tool for different educational contexts. 

My personal experience of working with VoiceThread has been positive, and, for now, we will be using it as an alternative to Flip. Assignments are easy to set up and reuse for multiple courses, and students generally figure out the technology quickly without too many difficulties. Canvas integration is an advantage as students don’t have to navigate to nor sign into a different website. Assignments where students create their own VoiceThread are a great way to assess students’ speaking and presentational skills. In our course, students have created VoiceThreads to give short presentations in which they narrate their favorite fairy tale with images. As for shortcomings, the biggest challenge I have had with VoiceThread is with large classes because the software slowed down considerably and grading was more tedious. To resolve this, my recommendation is to divide the class into two or more groups in VoiceThread. This can also circumvent the problem of some students getting many comments while others receive no comments on their posts.

Canvas, by Theresa Schenker

Another alternative to Flip that we have been using is Canvas itself, specifically, the Canvas Discussion function. Like most discussion forums, it can promote language learning (Bakar et al., 2013; Schenker, 2019), engagement with the material (Salter & Conneely, 2015), and a sense of community among students (Luca & Mcloughlin, 2004; Mohamad & Shaharuddin, 2014). Nevertheless, it should be noted that students often need guidance and support in understanding how to communicate effectively in discussion forums (Delahunty, 2018).

Using our own course management system (Canvas) has a few advantages: (1) there is no need for any outside software and students don’t have leave the course management site to complete the assignment; (2) setting up assignments is very easy; (3) assignments can be integrated into the gradebook; (4) assignments can be reused in future semesters. The disadvantage of the Canvas Discussions tool is that functions are limited, the layout is not aesthetically pleasing, and the larger class sizes create difficulties when navigating through comments. Nonetheless, we use the Discussions function of Canvas for collaborative assignments as an alternative to Flip,especially in small classes. While the most common and easiest use of this tool is for asynchronous text-based discussion, it also works for video- or audio-based recordings. For a video recording, students can click the Panopto icon, where they have the option of either recording a video for the assignment or uploading a video which they have stored on their devices. To submit an audio recording, students can either upload an audio file through the Panopto icon as well, or they can insert a link to an audio file. When requiring audio instead of video comments, we suggest that students use free tools such as https://vocaroo.com/ where they can record their voice. On Vocaroo students can download the audio file or obtain a link that can be added to the Canvas discussion board. Downloading and uploading the audio file takes a little longer but is the recommended option because the created links are not available indefinitely.

Since Discussions can be set up as graded assignments, it is easy for instructors to provide feedback and view all comments that a student made through the gradebook. We have had successful experiences using the Discussions tool, especially when class sizes are small. With larger classes, we found it helpful to split up the class into smaller groups. 

Another way we have used Canvas as an alternative to Flip is by simply creating assignments that require a video upload as a response. We have done this when the task was individually-oriented, in contrast to a collaborative task or one where students are expected to view or comment on each other’s submissions. These assignments can be aimed at assessing students’ speaking skills. Here, it is easy to grade students’ submissions and provide feedback through written text and audio or video recordings.

ADAPT, by Cristina Moon and Sarah Harmon

An OER alternative to Flip or VoiceThread is Discuss-It in LibreTexts’ ADAPT homework platform. LibreTexts is one of the largest repositories of Open Educational Resources (OER) and their ADAPT homework platform provides formative and summative assessments with more than 200,000 questions in a shared question bank. Their newest question type, Discuss-It, boosts student engagement by enabling threaded text, audio, and video responses for meaningful interaction. With auto-captioning and auto-transcription functions, the platform ensures accessibility for all learners.

This tool fosters dynamic student-to-student interaction while offering seamless integration with a LMS, allowing for effortless course integration and automatic gradebook syncing. Discuss-It and ADAPT promote students’ engagement with course material in an inclusive, interactive environment. Under settings, instructors can choose from options such as:

• Type of responses (text, audio and/or video)
• Number of threads and comments students must complete
• Minimum number of words for text and the minimum number of seconds for audio/video
• Language
• Whether the assignment is auto-graded or instructor-graded

Discuss-It can be combined with other ADAPT question types such as multiple choice, fill-in the blanks, matching, highlight texts, select choice (drop-down answer choices), speaking texts, and others to create a comprehensive assignment. This question type allows for faculty to create customized lesson plans that allow students to engage with the content and with each other in expanded ways. Beyond using the question type as a straight discussion forum, faculty can use Discuss-It to create storytelling assignments. Another option would be to create lesson plans that require students to comment on and react to information presented. 

Overall, Discuss-It is an effective way to engage with students regardless of the modality of the course, allowing faculty to create or adapt questions and share them with students.

Conclusion

The consequences of the acquisition of the Flip app by Microsoft Teams has challenged many language instructors this year, and each of the described alternatives has different pros and cons. If you have been using another application to assess student speaking skills that has not yet been featured in The FLTMAG, we would love to hear about it in the comments or in a follow-up article!

References

Bakar, N. A., Latiff, H., & Hamat, A. (2013). Enhancing ESL learners speaking skills through asynchronous online discussion forum. Asian Social Science, 9(9), 224-234. https://doi.org/doi:10.5539/ass.v9n9p224 

Brunvand, S., & Byrd, S. (2011). Using VoiceThread to promote learning engagement and success for all students. TEACHING Exceptional Children, 43(4), 28-37. https://doi.org/10.1177/004005991104300403

Calvo, L. C. S., & Hartle, L. C. (2024). Investigating pre-service teachers from Brazil and the US in a virtual exchange project: Benefits and challenges of student-selected and required technologies. Education and Information Technologies, 29(4), 5169-5187. https://doi.org/10.1007/s10639-023-12000-3 

Castañeda, D. A. (2021). Improving conversational interactions with task-based activities in a Spanish as a second language class. Computer Assisted Language Learning, 34(8), 1154-1181. https://doi.org/10.1080/09588221.2019.1666149

Chandra, M. R. (2023). Using Flipgrid to improve memory ability in learning foreign languages. Lingua Cultura, 16(2), 241-247. https://doi.org/10.21512/lc.v16i2.8892 

Chang, H., & Windeatt, S. (2023). Using VoiceThread for extended independent practice in giving short academic presentations. Computer Assisted Language Learning, 36(8), 1528-1557. https://doi.org/10.1080/09588221.2021.2003407 

Chen, J., & Bogachenko, T. (2023). Stakeholder perspectives on the use of VoiceThread as a multimodal alternative to conventional discussion board in distance education. Education and Information Technologies, 28(8), 9935-9955. https://doi.org/10.1007/s10639-022-11497-4 

Delahunty, J. (2018). Connecting to learn, learning to connect: Thinking together in asynchronous forum discussion. Linguistics and Education, 46, 12-22. 

Delmas, P. M. (2017). Using VoiceThread to create community in online learning. TechTrends, 61(6), 595-602. https://doi.org/10.1007/s11528-017-0195-z 

Difilippantonio-Pen, A. (2020). Flipgrid and second language acquisition using Flipgrid to promote speaking skills for English language learners Bridgewater State University]. https://vc.bridgew.edu/theses/75.

Glick, B. G. (2021). VoiceThread. CALICO Journal, 38(1), 170–180. https://doi.org/10.1558/cj.40966 

Gonzalez, M., & Moore, N. S. (2017). Supporting graduate student writers with VoiceThread. Journal of Educational Technology Systems, 46(4), 485-504. https://doi.org/10.1177/0047239517749245 

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, 65(5), 785-795. https://doi.org/10.1007/s11528-021-00635-3 

Hanh, L. T. T., & Huong, T. T. B. (2021). Applying Flipgrid-based portfolio to improve Vietnamese EFL high school students’ speaking scores. 3L, Language, Linguistics, Literature, 27(4), 85-100. https://doi.org/https://doi.org/10.17576/3L-2021-2704-07

Hilton, J. R. (2022). Effect of video announcements on instructor presence and student engagement in the graduate online classroom. Journal of Instructional Research, 11(2), 1-15. https://doi.org/10.9743/JIR.2022.2

Keengwe & L. Kyei-Blankson (Eds.), Virtual mentoring for teachers: Online professional development practices (pp. 263–291). IGI Global.

Kleftodimos, A., & Triantafillidou, A. (2023). The use of the video platform FlipGrid for practicing science oral communication. TechTrends, 67(2), 294-314. https://doi.org/10.1007/s11528-022-00801-1 

Liao, M.-H. (2023, 2023//). Building a telecollaborative community of practice among pre-service English teachers, in-service teachers, and international-school teachers. Innovative Technologies and Learning, Cham.

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

Luca, J., & Mcloughlin, C. (2004). Using online forums to support a community of learning EdMedia + Innovate Learning 2004, Lugano, Switzerland. https://www.learntechlib.org/p/12668

Lukin, K., Aviszus, K., & Nardi, C. (2022). Driving social belonging and content retention by using the Flipgrid video discussion app. The Journal of Immunology, 208(1), 106-05. https://doi.org/https://doi-org.yale.idm.oclc.org/10.4049/jimmunol.208.Supp.106.05

Maggin, S. A. (2021). Interaction and collaboration in Microsoft Teams. The FLTMAG (March 2021). https://fltmag.com/interaction-collaboration-microsoft-teams/

Mohamad, M., & Shaharuddin, S. (2014). Online forum discussion to promote a sense of learning community among the group members. International Education Studies, 7(13), 61-74. 

Robillos, R. J. (2023). The impact of the Flipgrid application within the genre-based framework on students’ writing skills and self-regulation of learning awareness. Sisal journal, 14(4), 456-475. https://doi.org/10.37237/140404 

Salter, N. P., & Conneely, M. R. (2015). Structured and unstructured discussion forums as tools for student engagement. Computers in Human Behavior, 46, 18-25. https://doi.org/https://doi.org/10.1016/j.chb.2014.12.037 

Sato, E., Chen, J. C. C., & Jourdain, S. (2017). Integrating digital technology in an intensive, fully online college course for Japanese beginning learners: A standards-based, performance-driven approach. The Modern Language Journal, 101(4), 756-775. http://www.jstor.org/stable/44981031 

Schenker, T. (2019). The effects of group set-up on participation and learning in discussion forums. Computer Assisted Language Learning, 34(5-6), 1-22. https://doi.org/10.1080/09588221.2019.1634103 

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. https://doi.org/10.26803/ijlter.20.3.10 

Skibba, K. (2012). Adult learning influence on faculty learning cycle: Individual and shared reflections while learning to teach online lead to pedagogical transformations. In J.Keengwe & L. Kyei-Blankson (Eds.), Virtual mentoring for teachers: Online professional development practices (pp. 263–291). IGI Global.

Sojisirikula, P., & Chanchula, N. (2023). Use of VoiceThread for reflective speaking. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 333-347. 

Subiana, I. P., Sukyadi, D., & Purnawarman, P. (2022). Using Flipgrid as electronic portfolio in speaking assessment. Polyglot: Jurnal Ilmiah, 18(2), 187 – 202. https://doi.org/10.19166/pji.v18i2.4910 

Waltemeyer, S., Hembree, J. R., & Hammond, H. G. (2021). Padlet: The multipurpose Web 2.0 tool. Journal of Instructional Research, 10, 93-99.

Yeh, E., Choi, G. Y., & Friesem, Y. (2022). Connecting through Flipgrid. Examining social presence of English language learners in an online course during the pandemic. CALICO Journal, 39(1), 26-52. https://doi.org/10.1558/cj.19647