Microblogging with Padlet: Students’ New Writing Experience on A2–B1 Common European Framework of Reference for Languages (CEFR)

Siradj Kharis*, Martin Ebner, Primardiana Wijayati, Edy Hidayat, Lilis Afifah

*Korrespondierende/r Autor/in für diese Arbeit

Publikation: Beitrag in einer FachzeitschriftArtikel

Abstract

This research work aims to answer the question, compared to conventional media, whether the use of Padlet as a microblogging platform can improve students' German writing skills for A2 - B1 level CEFR standard. Students in class A wrote with a conventional paper sheet. Meanwhile, students in class B wrote an essay writing assignment through the Padlet platform. The study took place in Malang, Indonesia and lasted for one semester. In summary, 45 students participated. The pre-test data indicated that there is no difference in the results of the pre-test in the control class and experiment class. The post-test scores were obtained from two writing assessments in both classes. The test results indicated the data value sig 0.326 in the ANOVA table, which means that there are no differences in the post-test results in the two classes. Thus, it was concluded that the use of Padlet in microblogging activities in writing did not affect the results of student writing scores. Nevertheless, the use of Padlet has not any disadvantages, whereas students get additional digital skills and respond additionally positively to the use of Padlet.

Originalspracheenglisch
Seiten (von - bis)176-187
Seitenumfang12
FachzeitschriftInternational Journal of Emerging Technologies in Learning
Jahrgang15
Ausgabenummer1
DOIs
PublikationsstatusVeröffentlicht - 19 Jan 2020

ASJC Scopus subject areas

  • !!Engineering(all)
  • Ausbildung bzw. Denomination

Fields of Expertise

  • Information, Communication & Computing

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