The Role of a Web-Based Collaborative Cloud Application as a Tool for Spanish Acquisition: College Students’ Attitudes and Perceptions in Language Courses

The purpose of this study was to examine college students’ attitudes and perceptions toward using a web-based collaborative cloud application (Padlet) for aquiring the Spanish language. Conducted during the Fall 2024 semester, the study involved 53 college students from the Colorado Rocky Mountain region who engaged with Padlet in their Spanish language courses. A quantitative method was employed to address the following three research questions related to students’ perceptions of Padlet’s effectiveness in developing four essential skills: listening, speaking, reading, and writing; their attitudes toward Padlet’s features; and their overall evaluation of Padlet as a language-learning tool. Q1 What are college students’ perceptions regarding the efficacy of a web-based collaborative cloud application in enhancing Spanish learning across the four essential skills of listening, speaking, reading, and writing? Q2 What are college students’ attitudes toward web-based collaborative cloud application features while completing the course assignments? Q3 What are college students’ perceptions toward a web-based collaborative cloud application as a language-learning tool for learning Spanish? Participants completed a variety of interactive assignments using Padlet including oral presentations, video recordings, and collaborative discussions. Data were collected through a survey instrument that included both Likert-scale items and open-ended questions. The response rate was 53%, with 53 students providing complete responses. Quantitative results showed students perceived Padlet as moderately effective in enhancing their Spanish skills, with a mean score of 3.61 (SD=0.94). Qualitative data supported this finding, with students reporting perceived improvements in listening (85%), speaking (72%), reading (57%), and writing (51%). The students emphasized the value of Padlet features such as video presentations, peer feedback, and written responses. Regarding attitudes toward Padlet’s features, students reported a generally positive experience as reflected in a mean score of 4.06 (SD=0.83). Their favorite features included the platform’s ease of use, interactivity, flexibility, and support for collaboration. However, some students noted technical difficulties and limited customization options as drawbacks. Students also expressed a positive overall perception of Padlet as a language-learning tool with a mean score of 3.81 (SD=0.94). Themes of increased engagement and peer collaboration emerged from qualitative responses, while suggestions for improvement focused on enhancing media interaction and personalization features. In conclusion, this study found Padlet provided an engaging and effective environment for Spanish language acquisition. Students valued its collaborative and multimedia-rich design, although they noted challenges related to technical issues and customization. These findings contributed to the growing field of technology-enhanced language learning by highlighting the importance of accessible, interactive digital tools in supporting second language development. Keywords: apps, attitudes, collaborative learning, community of practice, language acquisition, Padlet, perceptions, Spanish language learners.