Designing a Model of a Process-based University English Writing Course Using Padlet and Learners’ Perceptions of Its Effectiveness

This study explores the use of Padlet, a multimedia online bulletin board, in a process-based university English writing course to assess learners’ perceptions of its effectiveness, interaction quality, feedback mechanisms, and the overall advantages and disadvantages of the tool. Participants were 49 university students enrolled in a semester-long English writing course. Throughout the semester, participants engaged with Padlet to compose various types of paragraphs, following a process-based writing model. Data were collected through an initial background survey, a final questionnaire evaluating learning effectiveness, interaction, and feedback, as well as the perceived advantages and disadvantages of Padlet, supplemented by analysis of participants’ Padlet posts and comments. The study found that students perceived the use of Padlet positively for their learning effectiveness, particularly in helping them outline their writing and develop their ideas in stages, with organizing their writing being the most supportive factor. The participants also felt that Padlet increased their satisfaction and engagement in class. Interactions between the professor and students, as well as between students themselves, were positive, with professor-to-student interactions being perceived as the most effective. Overall, Padlet appears to be a valuable tool for enhancing students’ writing skills, increasing engagement and interaction in class, and ultimately improving learning outcomes.