A Study of the Interactive Writing Project Using Padlet based on Smarlogue Learning
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The primary goal of this study is to see how interactive writing projects using Padlet learning platforms affect students' writing competence. The study employs the approach of smarlogue learning (combined with smart learning and analogue learning), emphasizing seamless interaction between learners and teachers. It specifically focuses on the use of Padlet, which is the online bulletin board. Based on this flexible accessibility, the study examines the process and perspectives of Korean students' writings, which are conducted through interactive projects with American students using Padlet. For this study, fifty-two 6th grade Korean elementary students and sixteen American students (11 to 14 years old) participated. In order to examine the effect of the interactive writing project via Padlet, a mixed-method analysis is implemented. In terms of quantitative analysis, a pre-test and post-test for an academic achievement test and mechanical writing skills from the output of writing projects are examined. In a qualitative study, 3 inter-raters investigated the students' and teachers' reflective notes. The findings are demonstrated as follows. First, the positive effect of academic achievement, particularly in writing, spelling, and punctuation, is more accurate than the other structure and grammar skills. Second, both reflective notes of students and the teacher show positive perspectives about using Padlet in multi-level classes. Specifically, the peer learning effect has affected marginalized students' learning attitudes or engagement in online learning. They learn how to complete the writing project by observing the output of their peers in the classroom and the output of American students posted in Padlet. Based on these results, pedagogical implications and future studies are suggested.
Abstract
The primary goal of this study is to see how interactive writing projects using Padlet learning platforms affect students' writing competence. The study employs the approach of smarlogue learning (combined with smart learning and analogue learning), emphasizing seamless interaction between learners and teachers. It specifically focuses on the use of Padlet, which is the online bulletin board. Based on this flexible accessibility, the study examines the process and perspectives of Korean students' writings, which are conducted through interactive projects with American students using Padlet. For this study, fifty-two 6th grade Korean elementary students and sixteen American students (11 to 14 years old) participated. In order to examine the effect of the interactive writing project via Padlet, a mixed-method analysis is implemented. In terms of quantitative analysis, a pre-test and post-test for an academic achievement test and mechanical writing skills from the output of writing projects are examined. In a qualitative study, 3 inter-raters investigated the students' and teachers' reflective notes. The findings are demonstrated as follows. First, the positive effect of academic achievement, particularly in writing, spelling, and punctuation, is more accurate than the other structure and grammar skills. Second, both reflective notes of students and the teacher show positive perspectives about using Padlet in multi-level classes. Specifically, the peer learning effect has affected marginalized students' learning attitudes or engagement in online learning. They learn how to complete the writing project by observing the output of their peers in the classroom and the output of American students posted in Padlet. Based on these results, pedagogical implications and future studies are suggested.
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