PARAPHRASING

Students worldwide use external sources when they write papers. Still, the difference lies in how
they use these sources, which in turn is rooted in the culturally-accepted practices regarding
whether the sources should be acknowledged and to what extent. In the US, plagiarism is a major
issue and there are serious consequences if students are caught using sources without giving
appropriate credit to the author who wrote the source used. In some institutions, plagiarizing can
result in the student being expelled from their college or university.

Students all around the world research for information when elaborating essays. However;
the dissimilarity leans back on how students utilize this information, which is accepted as long
as the information used is duly recognized to its whole length. In the United States, copying is
a big problem and the repercussions are significant for those scholars who get involved in
plagiarism for not citing the author’s work in their papers. In some organizations, the
consequences for students who copy are ejecting them from their organization.

SUMMARY

Given the technological advances in the world, it is surprising that language teaching seems to be
bound still to textbooks. Students are immersed in a vast ocean of digital-technological content and
can find sticking to books dull and boring. Students are always using their smartphones. The
research question that originated this paper was: How can professors use technology that students
already have to make classes more interactive and allow for critical discussion, oral self-expression,
and self-evaluation? By combining the use of their phones with the creation of video using the free
platform Flipgrid, language instructors can make classes more interactive and engaging for their
students, especially when having discussions. The objective of this paper is to present Flipgrid as an
interactive tool that professors can use to gather students' opinions, to evaluate their pronunciation,
and to promote students’ self-expression as well as discussion among peers in a controlled
environment.

In this article, (Alina C., 2019) analyzed the fact that even though students are surrounded by
technology, they still learn from textbooks which contributes to students feeling uninteresting
and monotonous. Since students use many electronics devices in their daily life, she wondered
how teachers can take advantage of this so that classes become more interesting and
synergetic. She said that by merging the use of phones with the platform flipgrid, language
teachers can get their students attention and interest when they talk between each other which
contributes to students being able to express their opinions, and teacher being able to grade
their students in a more in-depth way.
References
Barquero, A. L. (2020, June 13). Creation of Videos to Improve Students’ Pronunciation, Critical
Thinking, and Self-Evaluation Skills Using the App FlipGrid. III English Teaching Congress.
Alajuela, Costa Rica: Instituto Tecnológico de Costa Rica. Retrieved from
https://campusvirtual.utn.ac.cr/pluginfile.php/1013978/mod_resource/content/2/551-90-
PB.pdf

Pajtek, A. C. (14 de June de 2020). Reading and Writing Words and Worlds: Exploring Pedagogical
Practices that Empower EFL Students. III English Teaching Congress. Alajuela, Costa Rica,
United States: Instituto Tecnológico de Costa Rica. Obtenido de
https://campusvirtual.utn.ac.cr/pluginfile.php/1013978/mod_resource/content/2/551-90-
PB.pdf