Investigating the Impact of Using a Collaborative Web Platform to Enhance Secondary Level Students’ Writing Performance

Abstract

The use of technology for mundane lessons, such as writing, can lead to a more interactive learning experience for language learners. This study aims to explore the impact of using a collaborative web platform known as Padlet to enhance the writing skills of second language learners. The present research examined the experiences of secondary school students in using Padlet and the impact on their writing skills. The respondents in this study consisted of ten students ranging from the ages of 13 to 14 who were enrolled in a public school in Malaysia. A qualitative approach was employed, and data were collected using a combination of a reflection form and interviews. The findings of the study revealed that real-time collaboration, as well as the use of multimedia features via Padlet, significantly improved engagement, motivation, and writing proficiency as the students were able to write collaboratively, share feedback, and make corrections, altogether contributing to the improvement of one’s writing. Nevertheless, technical concerns such as lag and usability issues with the mobile version of Padlet were reported by the participants. In addition, the absence of an auto-correction tool, as well as formatting options that were not intuitive, diminished the writing experience for some students. Although Padlet facilitated active participation, challenges such as technical difficulties and a lack of certain writing tools hindered its full potential in enhancing writing skills. Implications suggest that Padlet possesses potential as an educational tool that can transform conventional practices into a more effective and engaging learning process for students.