패들렛(Padlet) 기반 과정 중심 쓰기 수업이 EFL 대학생의 쓰기 동기와 전략 사용에 미치는 영향
The Effects of Padlet-Based Process Writing Instruction on EFL University Students’ Writing Motivation and Strategy Use
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This study investigated the impact of using Padlet to support process-based English writing instruction on EFL university students’ writing motivation and writing strategy use. Forty-two students enrolled in an academic writing course at a Korean university completed scaffolded writing tasks, including planning, drafting, receiving peer feedback and revising, using Padlet. Data were collected via a background survey and two instruments: the Academic Writing Motivation Questionnaire (AWMQ) and the English Writing Strategy Test (EWST). These were administered at the beginning and end of the semester. Paired-samples t-tests revealed significant increases in the writing motivation subscales (enjoyment, self-efficacy and effort), while instrumentality and recognition remained stable, likely due to the students’ high initial scores in these areas. Writing strategy use improved significantly across all stages. Independent-samples t-tests showed no gender differences in writing motivation; however, male students demonstrated greater gains in pre-writing strategies. Overall, these findings suggest that integrating collaborative digital tools such as Padlet into process-oriented writing instruction can enhance the motivation and strategic engagement of EFL learners in writing.
Abstract
This study investigated the impact of using Padlet to support process-based English writing instruction on EFL university students’ writing motivation and writing strategy use. Forty-two students enrolled in an academic writing course at a Korean university completed scaffolded writing tasks, including planning, drafting, receiving peer feedback and revising, using Padlet. Data were collected via a background survey and two instruments: the Academic Writing Motivation Questionnaire (AWMQ) and the English Writing Strategy Test (EWST). These were administered at the beginning and end of the semester. Paired-samples t-tests revealed significant increases in the writing motivation subscales (enjoyment, self-efficacy and effort), while instrumentality and recognition remained stable, likely due to the students’ high initial scores in these areas. Writing strategy use improved significantly across all stages. Independent-samples t-tests showed no gender differences in writing motivation; however, male students demonstrated greater gains in pre-writing strategies. Overall, these findings suggest that integrating collaborative digital tools such as Padlet into process-oriented writing instruction can enhance the motivation and strategic engagement of EFL learners in writing.