Integrating twenty-first century skills within the classroom has become a global driving force within the educational field. While schools have adopted models of one-to-one technology or digital formats for native English speakers, addressing the twenty-first century skills for English language learners have been absent. Given that the present global society is drivenon bilingualism and multilingualism, English language learners need to be given the equitable digital opportunity to build their twenty-firstcentury skills. The purpose of this mixed methods research study is to explore the influence and use of the digital application, Flipgrid, on the oral,English development for foundational, beginning, English language learners. Students completed four Flipgrid videos, with each video increasing in the level of complexity and difficulty,as measured by Bloom’s (1984) taxonomy,and decreasing the level of scaffold and support the studentsreceived. Students’ recorded Flipgrid videos were assessed through thespeaking rubric as designed by WIDA, and the data was triangulated with an outside ESL teacher. The results revealed that the use of digital video applications can increase student second language acquisition fluency when presented with proper scaffolds and supports.It was concluded that digital video applications do not replace physical scaffolds, and scaffolds should not be pulled from students unless prepared, presented, and practiced.
","abstract_html":"<p>Integrating twenty-first century skills within the classroom has become a global driving force within the educational field. While schools have adopted models of one-to-one technology or digital formats for native English speakers, addressing the twenty-first century skills for English language learners have been absent. Given that the present global society is drivenon bilingualism and multilingualism, English language learners need to be given the equitable digital opportunity to build their twenty-firstcentury skills. The purpose of this mixed methods research study is to explore the influence and use of the digital application, Flipgrid, on the oral,English development for foundational, beginning, English language learners. Students completed four Flipgrid videos, with each video increasing in the level of complexity and difficulty,as measured by Bloom’s (1984) taxonomy,and decreasing the level of scaffold and support the studentsreceived. Students’ recorded Flipgrid videos were assessed through thespeaking rubric as designed by WIDA, and the data was triangulated with an outside ESL teacher. The results revealed that the use of digital video applications can increase student second language acquisition fluency when presented with proper scaffolds and supports.It was concluded that digital video applications do not replace physical scaffolds, and scaffolds should not be pulled from students unless prepared, presented, and practiced.</p>","abstract_has_math":false,"creators":["Houston, Elizabeth"],"institution":null,"degree_name":"Master of Arts","degree_level":"Thesis","degree_discipline":"Teaching English to Speakers of Other Languages","degree_department":null,"school":null,"contributors":["Dr. Alexandra Balconi, Advisor
Dr. Yulia Stakhnevich, Thesis Committee Member
Dr. Melissa Keh, Thesis Committee Member
"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-05-01T07:00:00Z","date_published":"2020-05-01T07:00:00Z","updated_at":"2026-07-24T01:22:00Z","subjects":["Bilingual, Multilingual, and Multicultural Education","Flipgrid","Technology","ELLs","Communicative Skills","Scaffolding","Motivation","Speaking","Second Language Acquisition"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://vc.bridgew.edu/theses/76","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Alexandra Balconi, Advisor
Dr. Yulia Stakhnevich, Thesis Committee Member
Dr. Melissa Keh, Thesis Committee Member
"]},{"key":"dc:creator","label":"Author","values":["Houston, Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-10-06T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching English to Speakers of Other Languages"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Bilingual, Multilingual, and Multicultural Education","Flipgrid","Technology","ELLs","Communicative Skills","Scaffolding","Motivation","Speaking","Second Language Acquisition"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://vc.bridgew.edu/theses/76"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Integrating twenty-first century skills within the classroom has become a global driving force within the educational field. While schools have adopted models of one-to-one technology or digital formats for native English speakers, addressing the twenty-first century skills for English language learners have been absent. Given that the present global society is drivenon bilingualism and multilingualism, English language learners need to be given the equitable digital opportunity to build their twenty-firstcentury skills. The purpose of this mixed methods research study is to explore the influence and use of the digital application, Flipgrid, on the oral,English development for foundational, beginning, English language learners. Students completed four Flipgrid videos, with each video increasing in the level of complexity and difficulty,as measured by Bloom’s (1984) taxonomy,and decreasing the level of scaffold and support the studentsreceived. Students’ recorded Flipgrid videos were assessed through thespeaking rubric as designed by WIDA, and the data was triangulated with an outside ESL teacher. The results revealed that the use of digital video applications can increase student second language acquisition fluency when presented with proper scaffolds and supports.It was concluded that digital video applications do not replace physical scaffolds, and scaffolds should not be pulled from students unless prepared, presented, and practiced.
"]},{"key":"dc:title","label":"Title","values":["What Registers in the Body: Place and the Physicality of Painting"]}]}],"canonical_facts":{"dc:contributor":["Dr. Alexandra Balconi, Advisor
Dr. Yulia Stakhnevich, Thesis Committee Member
Dr. Melissa Keh, Thesis Committee Member
"],"dc:creator":["Houston, Elizabeth"],"dc:date.available":["2020-10-06T07:00:00Z"],"dc:description.abstract":["Integrating twenty-first century skills within the classroom has become a global driving force within the educational field. While schools have adopted models of one-to-one technology or digital formats for native English speakers, addressing the twenty-first century skills for English language learners have been absent. Given that the present global society is drivenon bilingualism and multilingualism, English language learners need to be given the equitable digital opportunity to build their twenty-firstcentury skills. The purpose of this mixed methods research study is to explore the influence and use of the digital application, Flipgrid, on the oral,English development for foundational, beginning, English language learners. Students completed four Flipgrid videos, with each video increasing in the level of complexity and difficulty,as measured by Bloom’s (1984) taxonomy,and decreasing the level of scaffold and support the studentsreceived. Students’ recorded Flipgrid videos were assessed through thespeaking rubric as designed by WIDA, and the data was triangulated with an outside ESL teacher. The results revealed that the use of digital video applications can increase student second language acquisition fluency when presented with proper scaffolds and supports.It was concluded that digital video applications do not replace physical scaffolds, and scaffolds should not be pulled from students unless prepared, presented, and practiced.
"],"dc:identifier":["https://vc.bridgew.edu/theses/76"],"dc:subject":["Bilingual, Multilingual, and Multicultural Education","Flipgrid","Technology","ELLs","Communicative Skills","Scaffolding","Motivation","Speaking","Second Language Acquisition"],"dc:title":["What Registers in the Body: Place and the Physicality of Painting"],"thesis:degree_discipline":["Teaching English to Speakers of Other Languages"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts"]},"updated_at":"2026-07-24T01:22:00Z"}