The Effects of Using Peer Feedback through Padlet on EFL Students’ Email Writing and Their Learning Motivation

Abstract

Peer feedback has been ubiquitous in language learning, especially in writing skills. With the integration of technology in English education, peer feedback through digital tools can be a replacement for traditional classroom activities. This study investigated the effects of using peer feedback through Padlet on the email writing of EFL students and their learning motivation. Two groups of participants were recruited: 32 control non-English majors and 34 experimental ones in a university in the Mekong Delta, Vietnam. Their English proficiency was homogeneous at the pre-intermediate level. Throughout six sessions of instruction, the experimental group practiced writing and giving peer feedback on the Padlet platform while the control group learned conventionally. Data were obtained through pretest and posttest; besides, semi-structured interviews were employed to gather information on students’ learning motivation. The results indicated that the use of peer feedback on Padlet was a great technique that could be applied to enhance EFL students’ email writing. Furthermore, students’ motivation in writing was also increased due to the integration of Padlet.