The efficacy of integrating Padlet-mediated feedback into writing lessons: A case of lowproficiency Students

Abstract

The impacts of teachers’ written feedback on EFL students’ writing development have been extensively studied, but still little study has been undertaken on the effectiveness of mediating teachers’ feedback via technology. Framed by a sequential mixed-methods explanatory design, this study engaged 27 A1-level undergraduate students for 16 weeks in an English course incorporating Padletmediated feedback for writing lessons. Quantitative data derived from Likertscale surveys and writing scores was explored using descriptive statistics and Spearman’s correlation, while content analysis was applied to analyze the qualitative data derived from the open-ended surveys. The results indicated that students viewed Padlet positively as an easy, accessible, and convenient formative assessment tool that helped them boost their motivation, decrease their writing errors, and enhance their writing skills through reflective, aided, social, and collaborative learning. The written feedback provided by the teacher via Padlet was positively received because it altered the conventional method of providing feedback, lowered students’ anxiety, improved their writing shortcomings, and raised their awareness. However, Padlet’s open learning environment was insufficient and still posed a threat and embarrassment for some students who feared making mistakes. Moreover, no correlation was observed between students’ perceptions of their learning experience with Padlet-mediated feedback and their writing outcomes. This adds to our understanding that, despite being perceived as useful, technology-mediated feedback may not directly and positively affect students’ success in their EFL writing development.