Factors Influencing the Oral Output of Foreign Language Learners: A Case Study in Teaching Chinese as a Foreign Language

Abstract

Globalisation has created an urgent need for individuals to communicate across cultures, making oral communication a vital component of foreign language learning. This study investigates how Flipgrid, a video-based discussion platform, can enhance oral output and communicative competence among students learning Chinese as a foreign language. Using a qualitative case study design, data were collected through classroom observations, analysis of students’ oral outputs, and semi-structured interviews. The participants were purposively selected from among high-performing students enrolled in a Level 2 Mandarin course (TMC151). The findings revealed that Flipgrid provided learners with an interactive and flexible platform that fostered communication, collaboration, and reflection. Students expressed increased motivation, confidence, and willingness to communicate in Chinese, perceiving Flipgrid as a meaningful tool for practising oral skills beyond the traditional classroom. The study also found that the platform’s asynchronous nature enabled students to self-monitor their progress and engage in self-paced learning. However, while Flipgrid enhanced opportunities for peer interaction, limited contact with native speakers restricted the authenticity of the communicative experience. Overall, the integration of Flipgrid successfully bridged the gap between formal and informal learning environments, supporting constructivist and communicative language learning principles. The study concludes that incorporating digital platforms like Flipgrid can effectively promote intrinsic motivation, improve oral fluency, and provide learners with authentic opportunities for language use. Future research should explore how technology-mediated communication can be enriched through cross-cultural collaboration and longitudinal tracking of oral skill development.