Efl Peer Feedback Through the Chatroom in Padlet

Sari, Angela Bayu Pertama

doi:10.24071/llt.v22i1.1701

Cited by 5 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, knowing their colleagues was beneficial to the participants, which put more emphasis on the benefits of the Padlet CoP. These findings contradict the results of a study conducted by Sari (2019), in which the researcher stated that in the Padlet chatroom, anonymity became one of the most significant aspects, as participants were more comfortable giving and receiving feedback anonymously.…”

Section: Ubiquitous Support From Copmentioning

confidence: 59%

Padlet Mobile Training Model for Novice Omani EFL In-service Teachers

Al Aamri,

Gabarre,

Gabarre

et al. 2023

SSRN Journal

View full text Add to dashboard Cite

Section: Ubiquitous Support From Copmentioning

confidence: 59%

Padlet Mobile Training Model for Novice Omani EFL In-service Teachers

Al Aamri,

Gabarre,

Gabarre

et al. 2023

SSRN Journal

View full text Add to dashboard Cite

“…Padlet is a learning tool that supports the students-centered teaching approach through its interactive platform. Existing body of literature (Meletiadou, 2021;Sari, 2019;Deni & Zainal, 2018) reported that the features of flexible accessibility and immediacy of teacher's written feedback helped accommodating the students' dissimilar learning styles, developed their autonomy, encouraged self-assessment and improved their writing performance (Ahmad et al, 2022;Vadia & Ciptaningrum, 2020). Deni and Zainal (2018), in their study's findings, indicated that the students clearly valued the feedback they received from the teacher as it helped them to improve their writing weaknesses.…”

Section: Students' Perspective Of Teacher's Written Feedbackmentioning

confidence: 93%

“…Therefore, some participants explained that they felt uncomfortable or ashamed if the teacher's written feedback indicated many corrections or grammatical and spelling mistakes in their assignments. This type of teacher's written feedback could make some students feel embarrassed and discourage them from finishing and submitting their writing (Sari, 2019). To this end, teachers and researchers in different contexts were encouraged to adopt different strategies of written feedback which could enhance the students' confidence to react and share their writings (Deni & Zainal, 2018).…”

Section: Students' Perspective Of Teacher's Written Feedbackmentioning

confidence: 99%

“…They further suggested that the teachers should balance between increasing the students' participation and ensuring a safe "open" environment for them to learn and develop their writing skill. Overall, the students appreciated these strategies as they could improve their attitudes towards Padlet and encourage them to learn from their peers' posts, feedback, as well as the instructor's written feedback (Sari, 2019).…”

Section: Students' Perspective Of Teacher's Written Feedbackmentioning

confidence: 99%

See 1 more Smart Citation

efficacy of integrating Padlet-mediated feedback into writing lessons: A case of low-proficiency students

Rofiah,

Aba Shaar,

Waluyo

2023

JALTCALL

View full text Add to dashboard Cite

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 Padlet-mediated feedback for writing lessons. Quantitative data derived from Likert-scale 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.

show abstract

“…Research on the use of Padlet in supporting the success of the learning process has been scientifically and empirically proven. Padlet has the advantage of easy and unpaid use (Sari, 2019). Using Padlet makes students learn actively and independently because students can be creative and express themselves (Zainuddin et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

ICT Literacy Analysis of Junior High School Students Through Environmental Learning on Green Consumerism Using Padlet

Handayani

Rosana

Wilujeng

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

Information and communication technology supports innovative learning and creates a learning environment to develop student competencies in the 21st century. Science learning that is integrated with ICT can equip students with ICT literacy as a provision for a future full of global competition. This study aims to analyze students' ICT literacy through learning the green consumerism environment with the help of Padlet. This study uses a quantitative descriptive method with a research sample of 32 students of grade VII SMPN 2 Bungkal taken by purposive sampling technique. Data collection techniques using interviews, questionnaires, and observation. Research instruments in the form of interviews, questionnaires, and observation sheets. The data analysis technique is a quantitative percentage to determine the category of students' ICT literacy. The results show that students' ICT literacy scores for each aspect are access 100% (very high), manage 96.88% (very high), integrate 87.5% (very high), evaluate 40.63% (very low), create 56.25% (low), and communicate 75.00% (medium). The average percentage of students' ICT literacy scores reached 76.06% in the high category. The results of this study can be used as a basis for developing integrated science learning materials with ICT to facilitate students' ICT literacy.

show abstract

Efl Peer Feedback Through the Chatroom in Padlet

Cited by 5 publications

References 0 publications

Padlet Mobile Training Model for Novice Omani EFL In-service Teachers

Padlet Mobile Training Model for Novice Omani EFL In-service Teachers

efficacy of integrating Padlet-mediated feedback into writing lessons: A case of low-proficiency students

ICT Literacy Analysis of Junior High School Students Through Environmental Learning on Green Consumerism Using Padlet

Contact Info

Product

Resources

About