Flipgrid in Turkish Language Classes Article Example | Topics and Well Written Essays - 250 words

Flipgrid in Turkish Language Classes - Article ExampleAs such, Flipgrid creates a social and synergistic learning environment for foreign wordings and it allows teachers to assess student performance.Each calendar week involves five hours of instruction. Flipgrid is utilizable as it involves an interactive environment with question grids to enhance learning (Flipgrid 2014 b). The frequency of questions varies every week questions are asked at the end of each week after 5 hours of weekly Turkish language instruction. End of Unit questions is different from weekly questions as they are more summative in disposition (Flipgrid 2014 b).Learners can practice their conversational Turkish skills on Flipgrid through face-to-face videos that strengthen speaking skills. In a class of 10 students of Turkish B1, students were often asked varied questions about their learning experience and were asked unneurotic collaborative as couples or in two groups of 5 students each. The interviews co nducted on 20th December 2014 contained able and closed-ended questions allowing the students to have liberty in their responses. The responses were subsequently written and analyzed.Flipgrid allows students to share their responses as well thereby creating an interactive collaborative space that encourages learning. As such, it creates a social learning environment and social presence has been shown to purify student performance and learning as well as instructor satisfaction (Swan and Richardson 2003, 68).It is extremely useful for Turkish language learning as it can better train the tongue for pronouncing foreign languages (Waid 2014). This modal value the teachers are able to achieve their learning objectives. A teacher can hold discussions by providing a prompt grid to which students respond via video.