The Use of Padlet in EFL Writing Classes in Vietnam: From Teachers’ Perspective
- 10.2991/978-2-38476-042-8_15How to use a DOI?
- Padlet; Writing Skills; Writing Performance; Motivation; Engagement
Padlet has been widely deployed in teaching and learning writing skills. A growing body of literature recognizes this tool’s virtues, such as increasing students’ motivation and involvement in learning, alleviating their anxiety, and improving their language use and idea organization. However, few studies have investigated the application of Padlet in Vietnam. This study, therefore, set out to explore the most popular activities in writing classes with the application of Padlet, the effectiveness of Padlet in enhancing students’ engagement in learning and their writing performance, and the challenges facing teachers when utilizing Padlet and their solutions. Data from 200 EFL teachers in Vietnam were collected using questionnaires and interviews. The findings indicate that Padlet was mostly employed in sharing ideas and providing feedback. Thanks to its attractive layout and smart functions, Padlet could facilitate students’ collaboration and increase their interest and motivation. However, no significant improvement was seen in students’ writing competence. Besides technical issues, writing teachers often had difficulties in managing their classes and giving feedback due to some limited features. It is advisable that teachers provide their students with clear instructions, constantly check their progress and combine Padlet with other applications to maximize its benefits.
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Cite this article
TY - CONF AU - Ngoc Diep Do AU - Hoang Minh Nguyen AU - Tuan Anh Chu AU - Ha Trang Nguyen PY - 2023 DA - 2023/04/28 TI - The Use of Padlet in EFL Writing Classes in Vietnam: From Teachers’ Perspective BT - Proceedings of the 19th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2022) PB - Atlantis Press SP - 167 EP - 176 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-042-8_15 DO - 10.2991/978-2-38476-042-8_15 ID - Do2023 ER -