Transforming Writing with Padlet: Engaging Students through Collaborative
Learning
Cheok Mei Lick & Suhair Reddy bin Abdullah
[Kolej Tingkatan Enam (PraUniversiti) Tun Fatimah, Melaka, Malaysia]
Abstract
This action research investigates the impact of using Padlet, an online collaborative
tool, on improving the writing skills of pre-university students. Writing proficiency is
vital for academic success, yet many students struggle with structuring their ideas and
engaging in the revision process. By integrating Padlet as a platform for peer feedback
and collaborative writing, this study aims to address these challenges. Utilising an
action research model involving planning, action, observation, and reflection, data
were collected to assess the effectiveness of this intervention. Findings reveal
improved writing skills and heightened student engagement, with implications for
incorporating digital tools in educational settings.
Introduction
Effective writing skills are essential for academic achievement, particularly at the pre-
university level. Many students, however, face difficulties in organising their thoughts,
maintaining coherence, and improving their drafts based on feedback. The integration
of Padlet—a digital collaborative tool—offers a potential solution to enhance
students' writing skills through peer interaction and real-time feedback. This research
investigates how Padlet can be leveraged to improve pre-university students' writing,
emphasising collaborative learning and feedback mechanisms.
Research Focus
The primary focus of this research is to explore how the integration of Padlet into the
writing curriculum impacts pre-university students' writing skills. The study seeks to
answer the following key question:
1. Can Padlet improve the writing proficiency of students?
2. How does Padlet fosters collaboration and peer feedback in writing tasks?
Action Research Model
This study adopts Kemmis and McTaggart's Action Research Model (1988), a cyclic
process involving four key phases: planning, action, observation, and reflection. This
iterative model allows for continuous improvement of instructional strategies based
on feedback and observation during each cycle.
Figure 1 the Kemmis and McTaggart (1988) Action Research Spiral/Cycle
1. Planning: In this phase, the focus is on identifying the problem and designing
interventions to address it. Lesson plans incorporating Padlet were created to
encourage student participation, collaborative writing, and peer feedback.
2. Action: The plan is implemented in real classroom settings. Students are tasked
with writing assignments shared on Padlet, receiving feedback from both peers and
the teacher.
3. Observation: The researcher observes the impact of the intervention, collecting data
on student engagement, quality of writing, and peer interaction. Various data
collection methods—such as writing assessments, surveys, and feedback analysis—
are employed.
4. Reflection: Based on the observations, the researcher reflects on the effectiveness
of the intervention. This phase informs revisions to the instructional strategies and re-
initiates the cycle for further improvement.
This cyclic process is repeated, with each iteration aimed at refining the use of Padlet
in enhancing writing instruction.
Research Methodology
This study employs cyclic action research methodology as described in the Action
Research Model section. The research follows a participatory approach involving
students in the refinement of instructional practices based on real-time feedback. The
study involves 4 pre-university students (aged 18) with the lowest marks in the Pre-
Trial Semester 1 exam.
Data Collection Methods:
Pre- and post-intervention writing assessments were used to measure improvements in
students' writing quality. Interview was carried out to gauge student attitudes toward
Padlet and their experiences with peer feedback. Feedback provided on Padlet were
examined to study their quality and impact on student revisions. Ongoing notes on
student engagement, interaction, and the challenges faced during the intervention
were observed and noted..
Planning
During the planning phase, lesson plans were developed that integrated Padlet at each
stage of the writing process:
Pre-Writing Stage: Students used Padlet to brainstorm ideas collaboratively. Each
student contributed to the Padlet board, generating a shared pool of ideas for writing
assignments.
Writing Stage: Students wrote drafts, posting them on Padlet for both teacher and peer
review. Clear guidelines were given on providing constructive feedback.
Revision Stage: Students were tasked with revising their drafts based on the feedback
received. The teacher monitored revisions to assess how well students incorporated
peer and teacher suggestions. A focus was placed on encouraging active collaboration
and fostering a positive feedback culture.
Action and Observation
The intervention took place over eight weeks. Students were introduced to Padlet and
completed writing tasks that required posting their drafts, commenting on peers' work,
and revising their own writing based on feedback. The collaborative nature of Padlet
enhanced student engagement. Students were more willing to share their work and
interact with their peers in an online setting compared to face-to-face interactions.
Writing assessments revealed significant improvements in students' ability to structure
their writing and incorporate feedback into revisions. Students who actively engaged
in peer feedback demonstrated clearer and more coherent final drafts. The quality of
peer feedback was found to be meaningful, with students providing constructive
suggestions rather than merely pointing out surface-level errors. Padlet's visual layout
also helped organize feedback in a clear, accessible manner.
Reflection
After completing the first cycle of the action research, several key reflections emerged.
The use of Padlet facilitated improvements in writing structure, clarity, and coherence.
Students were more motivated to revise their work based on peer feedback. Padlet
successfully fostered a collaborative writing environment, promoting interaction and
collective learning. Some students required additional guidance in providing more in-
depth feedback. In future cycles, more explicit training on peer review strategies may
be necessary. Revisions to lesson plans were made to better scaffold the peer feedback
process, and a second cycle of action research was planned.
Summary and Implications
The findings from this action research demonstrate the effectiveness of using Padlet to
improve pre-university students' writing skills. The platform’s collaborative nature
fosters greater student engagement, encourages constructive feedback, and promotes
better revisions, resulting in improved writing quality. Digital platforms like Padlet
should be integrated into writing curriculums to facilitate peer feedback and
collaborative learning. Structured peer review activities, supported by digital tools,
can significantly enhance students' critical thinking and revision skills. Action
research models provide a useful framework for continuously improving instructional
practices in response to real-time classroom feedback.
References
Kemmis, S., & McTaggart, R. (2000). Participatory Action Research. In Denzin, N.
K., & Lincoln, Y. S. (Eds.), Handbook of Qualitative Research (2nd ed.). Sage.
Hyland, K. (2003). Second Language Writing. Cambridge: Cambridge University
Press.
Yang, Y.-F. (2011). Engaging students in an online collaborative learning system for
improving language learning. Computer Assisted Language Learning, 24(2), 181-198.
Warschauer, M. (2010). Invited Commentary: New Tools for Teaching Writing.
Language Learning & Technology, 14(1), 3-8.
This version integrates an action research model, aligning with Kemmis and
McTaggart’s cyclical framework to structure the intervention and reflection process.
Let me know if you would like further revisions or elaboration!
