The Impact of the FlipGrid Application Within the Genre-Based Framework on Students’ Writing Skills and Self-Regulation of Learning Awareness

Abstract

This study investigated the potential impact of integrating the FlipGrid application within the genre-based framework (intervention used in the study), addressing both the enhancement of writing skills across writing genres and the cultivation of self-regulation among 30 Thai English as a Foreign Language (EFL) university students who participated in a 10-week writing course. This study employed a sequential mixed methods approach, utilizing a single group of pre- and post-test design. Study results demonstrated a significant improvement in students’ writing skills, as indicated by the higher scores in the post-test (x̄=15.35) compared to the pre-test (x̄=10.29). Regarding students’ four quiz performances, they exhibited the most improvement in the ‘narrative’ and ‘process’ genres, while the ‘argumentative’ genre showed the least progress. Notably, across these genres, the ‘content’ component saw the most improvement, whereas ‘lexical resources’ displayed the least. Additionally, the students’ SRL awareness significantly increased after the intervention, suggesting a greater understanding of self-regulatory skills such as planning, self-monitoring, evaluation, reflection, effort, and self-efficacy. The study likewise revealed a significant relationship between the students’ writing performance and their awareness of self-regulated learning (SRL). The qualitative data supported these findings, emphasizing the students’ positive experiences in the intervention. This study contributes to digital writing pedagogy by offering practical insights for innovative, technology-driven writing instruction, fostering proficient and self-directed digital-era writers.

Keywords

• genre-based approach
• writing skills
• flipgrid application
• self-regulation of learning