As an EFL instructor in higher education, I'm always on the lookout for tools that make writing lessons more interactive and engaging. One of my favorite tools is Padlet, an online platform where students and I can share, post, and collaborate on content using a virtual wall. Over time, I've found Padlet to be a versatile addition to my classroom, especially for writing activities. Still, I've also encountered a few limitations along the way. Here's my personal take on the pros and cons of using Padlet in the EFL writing classroom.

Advantages of Using Padlet in the EFL Writing Classroom

1. Creating a Collaborative Learning Environment

One thing I really appreciate about Padlet is how it fosters collaboration among my students. They work on group writing projects, brainstorm ideas, and provide feedback on each other's drafts in a more dynamic and open way. When students post their drafts on a Padlet wall, I see them getting valuable insights from each other through peer editing and group work. This interactive, community-focused approach has helped many students feel less isolated in their writing journey, as they realize that learning English isn't just a solo endeavor—it's something they're working on together.

2. Boosting Engagement and Motivation

Padlet's colorful and multimedia-friendly interface is a big plus, especially in keeping students engaged. Many of my students have told me that using Padlet makes writing more fun and less of a chore. They enjoy being able to incorporate images, videos, and links alongside their writing. For example, when I assign digital storytelling projects, students love creating storyboards with images, which adds a layer of creativity. This multimodal approach seems to motivate students with different learning styles and preferences, as it allows them to express themselves in ways beyond plain text.

3. Providing Immediate Feedback

One of the key reasons I use Padlet is because it allows me to give real-time feedback, which is so crucial in language learning. I can comment on students' posts directly, guiding them on specific issues like vocabulary use, sentence structure, and organization. Sometimes, I even use Padlet outside class hours to provide feedback, which is convenient for me and helpful for students who might want additional support. It also encourages peer feedback, so students are getting a range of perspectives on their work.

4. Promoting Reflection and Self-Assessment

I love how Padlet keeps a history of posts, which makes it easy for students to reflect on their learning. They can look back at earlier drafts and compare them with their current work, giving them a tangible sense of their improvement. I've noticed that when students see their progress visually, they become more aware of their strengths and recurring mistakes. Encouraging reflection is something I value a lot, and Padlet offers a simple way for students to do this without needing extra tools or platforms.

Disadvantages of Using Padlet in the EFL Writing Classroom

1. Technical and Accessibility Challenges

Despite Padlet's advantages, I've run into some issues, especially regarding accessibility. Some students have unreliable internet access or only have access to mobile devices, which can make using Padlet challenging. There are also students who aren't comfortable with technology, which can slow down their participation. These technical barriers sometimes limit the potential impact Padlet can have on certain students, which is frustrating because I want every student to fully benefit from our class activities.

2. Limited Text Formatting Options

Another minor drawback I've noticed is that Padlet doesn't offer many text formatting options. In writing activities where students need specific formatting, such as with essays or formal assignments, Padlet's limited formatting features can be restrictive. I mostly use it for brainstorming, peer editing, and informal writing tasks rather than formal assignments that need polished formatting. For more structured writing, I often move students to word processing software after initial drafts on Padlet.

3. Superficial Peer Feedback

While I encourage peer feedback, I've noticed that it's sometimes too brief or generic. Students often leave quick comments like "Good job!" without offering much constructive criticism. To address this, I've started guiding students on how to give more meaningful feedback, which has improved the quality of peer interaction. However, it does require additional instruction and effort, which might not always be feasible in a packed curriculum.

Using Padlet in the EFL writing classroom has brought a lot of energy, creativity, and interaction into my lessons, despite some limitations. For activities that involve brainstorming, collaborative writing, and informal feedback, Padlet has been an invaluable tool. That said, it's not a complete solution; I use it alongside other strategies to address its drawbacks. Overall, Padlet has positively shaped how my students engage with writing, making the process less daunting and more collaborative. I think that with some careful planning, Padlet can be a highly effective tool in EFL classrooms in higher education.

Reference:

Albán Defilippi, M. T. A., Miller, K. L. & Ramirez-Avila, M. R. (2020). . AtoZ: novas práticas em informação econhecimento, 9(1), 54 – 60. Retrieved from: http://dx.doi.org/10.5380/atoz.v9i1.73517

Etfita, F., Wahyuni, S. (2021). Collaborative Discussion Using Padlet-based Materials in Writing for ESP Course, Al-Ishlah: Jurnal Pendidikan, 13(1), 523-529. DOI: 10.35445/alishlah.v13i1. 432